Allied health education for disability rights: A Case study from the University of Sydney's Faculty of Health Sciences

Abstract

Introduction: Persons with disabilities are vulnerable to rights violations when accessing healthcare. As allied health professionals play a significant role in the care of persons with disabilities, it is important that allied health professional competencies and education recognise the rights of persons with disabilities. However, a preliminary literature review indicated that the incorporation of disability rights within allied health professional competencies and education has not been researched. The University of Sydney's Faculty of health Sciences offers health professional education to six allied health disciplines: Occupational Therapy, Rehabilitation Counselling, Speech Pathology, Physiotherapy, Diagnostic Radiography and Exercise Physiology. Aim: This study aimed to investigate the nature and extent to which the competencies and education of thee six allied health professions focus on disability rights, and to explore the supports, barriers and recommendation for the future incorporation of human right within allied health professional education. Method: This study used a mixed method design involving quantitative keyword searches and qualitative content analyses of competency documents, education documents and transcripts of interviews conducted with co-ordinators of disability rights subjects. The United Nations Convention on the Rights of Persons with Disabilities (2006) was used as a theoretical framework during data analysis. Results: An allied health continuum emerged from the results, suggesting the extent to which the professions focus on disability rights varies. Occupational Therapy, Rehabilitation Counselling and Speech Pathology had the strongest human rights focus. Conversely disability rights were no recognised by Physiotherapy, Diagnostic Radiography or exercise Physiology education. Interviews attributed this phenomenon to a biomedical rather than a rights-based approach to disability. Conclusion: There is considerable scope for allied health professions to strengthen human eights-based education through ethical codes, competencies, and accreditation and registration requirements, with the aim of reducing rights violations experienced by persons with disabilities when accessing allied health care.