3 10 62 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Theory and History of Universal Design Description An account of the resource This collection includes various aspects of Universal Design theory as well as a brief historicization of Universal Design. It also addresses practices of Universal Design in healthcare environments (as established currently). Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Universal Design in Environment and Facilities Description An account of the resource <div class="exhibit-block layout-text"> Universal Design in Environment and Facilities: <ul> <li>Ensure an accessible public transport stop is built according to the standard and is not far away from the facility</li> <li>Provide parking spaces, including accessible parking spots for persons with Disabilities marked with the International Symbol of Access</li> <li>Install bicycle parking racks</li> <li>Hang a signboard with name of facility</li> <li>Provide clear and understandable direction signs near the building</li> <li>Provide appropriate width and even surfaces for pedestrian paths</li> <li>Ensure tree branches and bushes are not an obstruction or potential hazard</li> <li>Provide rest benches</li> </ul> </div> <div class="exhibit-block layout-text"> References: Baida, L., & Ivanova, O. (2019). Universal Design in Healthcare Manual. (M. Konova, Trans.). </div> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Theory and History of Universal Design Description An account of the resource This collection includes various aspects of Universal Design theory as well as a brief historicization of Universal Design. It also addresses practices of Universal Design in healthcare environments (as established currently). Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Universal Design in Healthcare Facilities Description An account of the resource Universal Design in Healthcare Facilities: <ul> <li>Promotes medical facility policy-making that considers the needs of everyone who uses the facility: clients and their families, service providers, and distributors</li> <li>Promotes resource savings</li> <li>Reduces potential risks and promotes a safe environment</li> <li>Acknowledges human diversity</li> <li>Makes service provision human-centered, ensuring safety, high quality, and respect for human dignity</li> <li>Promotes an improvement in the health of clients and personnel</li> <li>Offers solutions that can be modified and changed to meet different users’ needs and requirements.</li> <li>Helps balance the needs of different people</li> <li>Reduces professional burnout of medical personnel</li> <li>Optimizes efforts and facilities the work of personnel</li> <li>Improves safety and comfort of all</li> </ul> References: Baida, L., & Ivanova, O. (2019). Universal Design in Healthcare Manual. (M. Konova, Trans.). https://dhd752groupproject.digital.uic.edu/files/original/ed251b05ed6257db83611c734cebeb6a.jpeg 100615083d6fcb5c90e631ca93e89078 https://dhd752groupproject.digital.uic.edu/files/original/0ba27eee3698b844e6d116f8659f3065.jpeg a319f73a18eeaba8c5a4c03522de54aa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Architects and Universal Design Description An account of the resource This collection explores early pioneers as well as current architects and advocates of Universal Design in relation to architecture and the built environment. Person An individual. Birth Date 1932 Birthplace Newark, Nottinghamshire Death Date 2011 Occupation Architect Biographical Text Selwyn Goldsmith was a disabled British architect and urban planner. Goldsmith was educated at Abbotsholme school, Staffordshire, and read architecture at Trinity Hall, Cambridge, completing his qualification at the Bartlett School, University College London, in 1956. He contracted polio immediately afterwards, which resulted in his being paralysed on one side of his body. In 1963, he authored Designing for the Disabled, a comprehensive architectural planning manual providing guidance on access for disabled people to facilities and buildings. This was a entirely new concept for the United Kingdom. In 1967, he was commissioned to write the second, expanded, revised version of the text. He studied the local population of Norwich, and based his findings on their experiences (in total, he interviewed 284 wheelchair users). From this research, he developed the dropped curb, now a standard in accessibility practices. After a brief stint as the buildings editor at the Architects' Journal, Goldsmith joined the Department of the Environment (DOE). In 1981, he produced reports on mobility housing, and was a key figure in the international year of disabled people. In 1982, he became the first architect to receive the prestigious Harding award, for his services to disabled people. In 1992, Goldsmith retired from the DOE, and set about writing a new book, Designing for the Disabled – The New Paradigm. Partly autobiographical, this work focused on the needs of wheelchair users, ambulant disabled people, children and families with pushchairs. In 2000, he published his last book, Universal Design. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Selwyn Goldsmith Description An account of the resource Profile and biography of Selwyn Goldsmith. https://dhd752groupproject.digital.uic.edu/files/original/7717673128ff610e829eadc651c0e3fd.mp4 fa16d6106c45232ce3dfe839d5e7f66b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Dr. Joseph Kim Subject The topic of the resource Dr. Joseph Kim speaks about founding the Society for Healthcare Professionals with Disabilities and his observations on the role of social and digital media in the lives of disabled medical students and professionals. Description An account of the resource Transcript of Interview: Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Digital Media for Disabled Healthcare Professionals Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Theory and History of Universal Design Description An account of the resource This collection includes various aspects of Universal Design theory as well as a brief historicization of Universal Design. It also addresses practices of Universal Design in healthcare environments (as established currently). Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of Universal Design Description An account of the resource <h1>History of Universal Design</h1> <div> <div class="exhibit-block layout-text"> <h3>"'Universal Design' means the design of products, environments, programs, and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. 'Universal design' shall not exclude assistive devices for particular groups of persons with disabilities where this is needed." –Convention on the Rights of Persons with Disabilities (CRPD), United Nations, 2006<a href="https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-2-definitions.html"></a></h3> </div> <div class="exhibit-block layout-text"> <h1>1950s–1960s</h1> </div> <div class="exhibit-block layout-text"> The Civil Rights Movement of the 1960s inspired the subsequent Disability Rights Movement that greatly influenced the legislation of the 1970s, 1980s and 1990s which, in turn, influenced the creation of "Universal Design." The concept of "Universal Design" emerged from the “barrier-free” movement, which started in the USA in the 1950s as a response to World War II veterans and activists with disabilities demanding an accessible environment in the fields of education, employment, healthcare, and services. Physical barriers in the environment were seen as a significant hindrance to people with mobility impairments. Accessible design has become a prerequisite for the recognition of the civil rights of persons with disabilities and an issue of non-discrimination of this population group. The “barrier-free” movement began a process of change in public policies and design practices. Notable were the efforts of the Veterans Administration, The President's Committee on Employment of the Handicapped, and the National Easter Seals Society, among others, resulted in the development of national standards for “barrier-free” buildings. In 1961, the American Standards Association (later known as The American National Standards Institute, or ANSI), published the first accessibility standard titled, "A 117.1 – Making Buildings Accessible to and Usable by the Physically Handicapped." These standards were not enforcable, however, until adopted by state or local legislative authorities. </div> <div class="exhibit-block layout-file-text"> In the 1960s, organizations of persons with disabilities began to develop a new concept of disability which showcased how many problems emerge not because people have disabilities, but because of interactions between people and society (“the social model of disability”). In 1963, British disabled architect and urban planner Selwyn Goldsmith wrote his pioneering work, Designing for the Disabled; Goldsmith is the earliest progenitor of free access for people with disabilities in the environment. He designed the creation of the dropped curb, now a standard feature of the built environment. Significant federal legislation was passed in the late 1960s. The Architectural Barriers Act of 1968 mandated the removal of what was perceived to be the most significant obstacle to employment for people with disabilities: the physical design of buildings and facilities they had to use on the job. The Act required all buildings designed, constructed, altered, or leased with federal funds had to be made accessible. </div> <div class="exhibit-block layout-text"> <h1>The 1970s</h1> </div> <div class="exhibit-block layout-file-text"> The 1970s continued this trend of significant legislation. Section 504 of the Rehabilitation Act of 1973 was the first civil rights law for people with disabilities. The Act made it illegal to discriminate on the basis of disability and applied to federal agencies, public universities, federal contractors, and any institution or activity receiving federal funds. Initially stalled by the U.S. Department of Health, Education and Welfare (HEW), many disability advocates held numerous demonstrations, notably the 504 sit-in, which began on April 5, 1977 at various HEW offices in different regions such as Atlanta, Chicago, Denver, Los Angeles, New York City, Philadelphia and Seattle. The most successful sit-in, planned by activists Judith Heumann, Kitty Cone, and Mary Jane Owen, took place in San Francisco, lasted 25 days, and to date, is the longest sit-in at a federal building. Over 120 activists participated. Regulations were signed on April 28, 1977. </div> <div class="exhibit-block layout-text"> Early on, advocates of barrier-free design and architectural accessibility recognized the legal, economic, and social power of a concept that addressed the common needs of people with and without disabilities. As architects began to wrestle with the implementation of standards, it became apparent that segregated accessible features were "special," more expensive, and usually ugly. It also became apparent that many of the environmental changes needed to accommodate people with disabilities actually benefited everyone. Recognition that many such features could be commonly provided and thus less expensive, unlabeled, attractive, and even marketable, laid the foundation for the universal design movement. </div> <div class="exhibit-block layout-text"> <h1>The 1980s</h1> </div> <div class="exhibit-block layout-file-text"> <h3>"Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." –Ron Mace</h3> In 1985, disabled American architect Ronald "Ron" Mace coined the term “Universal Design” to describe the idea that many people, whether disabled or non-disabled, benefit from a more accessible built environment. Mace concluded that architects and product designers should make all environments accessible, rather than requiring disabled people to request “retrofits” (or alterations) after a building has already been constructed. Although these ideas had circulated for decades, Mace’s term propelled the concept into the Americans with Disabilities Act (ADA) era. (Hamraie, 2017). In 1989, Mace established the federally-funded Center for Accessible Housing, currently known as The Center for Universal Design, at the School of Design at North Carolina State University in Raleigh. Together, with a group of architects, designers, and engineers, he developed the 7 Principles of Universal Design, which are now used in various fields including architecture, education, healthcare, transport, information and communication technology. </div> <div class="exhibit-block layout-text"> <h1>The 1990s</h1> </div> <div class="exhibit-block layout-text"> Mace's pioneering work in accessible design was pivotal in the passing of national legislation prohibiting discrimination against people with disabilities, the Fair Housing Amendments Act of 1988 and The Americans with Disabilities Act of 1990. The Fair Housing Amends of 1988 expanded the coverage of Civil Rights Act of 1968 to include families with children and people with disabilities. The Act also required that accessible units be created in all new multi-family housing with four or more units, both public and private, not just those who had received funds. The Americans with Disabilities Act of 1990 created widespread public awareness of civil rights of people with disabilities. Discrimination in employment, access to places of public accomodation, services, programs, public transportation, and telecommunications is prohibited by this law. Physical barriers impeding access must be removed wheever they visit. It is a uniform nationwide mandate that ensures accessibilty regardless of local attitudes. In 1991, the Architectural and Transportation Barriers Compliance Board (Access Board) issued Accessibility Guidelines for accessible design. These guidelines were adopted with modifications by the U.S. Department of Justice and became the enforcable ADA Standards for Accessible Design. In 1997, the Center brought together a team of advocates of Universal Design who compiled and developed The Principles of Universal Design, which has been translated into French, German, Greek, Italian, Japanese, Norwegian, Portuguese, Spanish, Swedish, Hindi, Arabic, Indonesian, Hebrew, and Chinese. In 1999, the Center received a grant from the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education, to operate a Rehabilitation Engineering Research Center to advance Universal Design and continue improving on the accessibility and feasibility of the built environment. </div> <div class="exhibit-block layout-text"> <h1>2000s–Present</h1> </div> <div class="exhibit-block layout-file-text"> Today, disabled architects like John "Jack" H. Catlin continue to advocate and include Universal Design into their urban and architectural practices. Access Living, for example, a center of service, advocacy, and social change for people with all kinds of disabilities, led and run by individuals with disabilities, opened in 2007. Its building is one of the first examples of being completely created with Universal Design in mind. It is also entirely environmentally friendly. Its construction and planning was overseen by Catlin and LCM Architects, the firm where he is Partner. Discussions and implementations of Universal Design continue today, though they are yet to be widespread. </div> </div> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Theory and History of Universal Design Description An account of the resource This collection includes various aspects of Universal Design theory as well as a brief historicization of Universal Design. It also addresses practices of Universal Design in healthcare environments (as established currently). Website A resource comprising of a web page or web pages and all related assets ( such as images, sound and video files, etc. ). Local URL The URL of the local directory containing all assets of the website https://projects.ncsu.edu/ncsu/design/cud/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="The%20Center%20for%20Universal%20Design%20at%20North%20Carolina%20State%20University">The Center for Universal Design at North Carolina State University</a> Description An account of the resource Website for the Center for Universal Design at North Carolina State University. Publisher An entity responsible for making the resource available The Center for Universal Design at North Carolina State University Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Technical Standards: Biases and a Movement for Reform Description An account of the resource Technical standards, itemized physical and mental capacities that medical schools require students meet, represent a particularly trenchant and slow-to-change manifestation of medical school disability exclusion—and discrimination. Medical schools nationwide produced and instituted technical standards after a 1979 recommendation by the Association of American Medical Colleges (AAMC) that programs outline a “universal skill set among applicants to ensure success in any specialty” (Joy, 2017, np). Idealization of the “undifferentiated physician”—capable of carrying out all medical tasks and diagnoses and of administering any treatment—might have made sense for country doctors isolated from any medical facilities but the codification of this ideal in technical standards poses an insurmountable and likely illegal barrier for many prospective medical students with disabilities. As medicine became increasingly specialized, the expectation of absolute and independent capacity did not diminish and many institutions’ technical standards have not been reworked to reflect changing realities of medical practice (ibid). A growing number of medical schools are changing their technical standards to use less disability-excluding language and to explicitly permit accommodations. For example, a technical standard might use terminology like “perceive” rather than “see.” The University of Michigan Medical School (Ann Arbor), a leader in disability inclusion, adjusted their technical standards in 2016, prompting an inquiry from the Association of American Medical Colleges (AAMC) asking whether they should promote similar revisions among other medical schools and requesting further information on the process (ibid). Many schools’ technical standards still exclude many people with disabilities—barring accommodations or requiring particular physically specific tasks like CPR. Current precedent from post-Americans with Disabilities Act court rulings holds that a program may only be deemed to be discriminating against disabled students (when it comes to accommodations that allow students to meet school requirements) if the accommodation does not involve “substantial changes to its curriculum [such as removing CPR or a similar task as a technical standard requirement] as a disability accommodation” (Laird-Metke, Elisa et al., 2016). (It remains unclear how—and if—a technical standard like CPR that requires particular physical abilities and thus likely excludes only disabled candidates comports with the ADA.) Changes are occurring now and more are visible on the horizon: Stanford is preparing to revamp its technical standards (after already doing so around 2017) while the University of Washington at St. Louis recently overhauled their technical standards as part of a larger curriculum review (Martin-Lockhart, 2022).   Source A related resource from which the described resource is derived Joy, K. (2017, October 10). ‘A Seat at the Table’: Why U-M’s Medical School Wants More Students with Disabilities. University of Michigan. https://labblog.uofmhealth.org/med-u/a-seat-at-table-why-u-ms-medical-school-wants-more-students-disabilities Laird-Metke, Elisa, Serrantino, J., & Culley, J. L. (2016). The Process for Determining Disability Accomodations. In L. Meeks & N. R. Jain (Eds.), The guide to assisting students with disabilities: Equal access in health science and professional education (pp. 53-???????). Springer Publishing Company. Martin-Lockhart, Z. (2022). Disabled Doctors Dissertation Fieldwork [manuscript in preparation]. https://dhd752groupproject.digital.uic.edu/files/original/dab4a39bd5fa68c0b90caa52be1d69e6.jpeg 71e24fe23a161eeab767d82cdf71673e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Architects and Universal Design Description An account of the resource This collection explores early pioneers as well as current architects and advocates of Universal Design in relation to architecture and the built environment. Person An individual. Occupation Architect, MD Biographical Text Diana C. Anderson, MD, M.Arch, is a licensed architect and a board-certified healthcare architect with the Order of Architects of Quebec (OAQ) and the American College of Healthcare Architects (ACHA), in addition to a board-certified Internist and Geriatrician through the American Board of Internal Medicine (ABIM). She completed her medical residency training at the New York-Presbyterian Hospital, Columbia University Medical Center in New York City, and her Fellowship in Geriatric Medicine at UCSF. Dr. Anderson is widely published in both architectural and medical journals, books and the popular press, including Healthcare Design magazine, the Health Environments Research & Design journal, the Journal of the American Medical Association, the Canadian Medical Association Journal, World Health Design, the British Medical Journal, the American Journal of Medical Quality, and the Journal of the American Geriatrics Society. She is the founder of the Dochitect movement and co-Founder of the<a href="https://www.cliniciansfordesign.com/"> Clinicians for Design</a> group. Bibliography Anderson, D. (n.d.). Dochitect Bio. Dochitect. Retrieved May 1, 2022, from <a href="http://www.dochitect.com/dochitect-bio/">http://www.dochitect.com/dochitect-bio/</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Diana Anderson, MD, M. Arch Description An account of the resource The profile and biography of Diana Anderson Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource National Medical Organizations’ Changing Stance and Policies on Disability Description An account of the resource In the decades since the Americans with Disabilities Act (ADA) was passed, individual undergraduate and graduate medical education programs and the national bodies responsible for accrediting these programs slowly began to recognize the need to support disabled trainees and to craft policies and procedures that would do so. The unique value of disabled trainees and practitioners dawned more slowly. Approaches to disability inclusion across medical institutions and organizations are disparate and uneven in their effect and application. Individual undergraduate medical education (UME) programs—that is, those offering four-year MD or DO degrees—outpaced graduate medical education (residency and fellowship) in basic disability inclusion: maintaining disability policies, hiring disability service providers to facilitate accommodations, and even teaching disability-focused content (Martin-Lockhart, 2022). Of course, the actualities of these steps varied—and vary—greatly. Disability service providers are frequently housed outside medical colleges and little time is devoted to disability education in the mere 23-52%  of accredited UME programs that integrate disability topics into their curricula (exact numbers are unknown) (L. Meeks & Jain, 2018; L. M. Meeks, Stergiopoulos, et al., 2022; L. Meeks & Neal-Boylan, 2020; Seidel & Crowe, 2017). Graduate medical education (GME) programs rarely include equivalent disability education and/or infrastructure for accommodations. Residents and fellows are employees not students so cannot be served by the same disability services that work with UME students. Thus, GME was and is often been criticized for lacking even the most fundamental disability inclusiveness (L. Meeks & Jain, 2018; L. M. Meeks et al., 2019; Rotoli et al., 2020; Sapp et al., 2021). Groundbreaking changes to national-level GME policies saw the recognition of disability as a valuable axis of experiential knowledge and identity. In 2019, nearly thirty years after the passage of the ADA, the American Counsel of Graduate Medical Education (ACGME) released new policies and accreditation criteria that increased the profile of disability inclusion, rights, and protections in graduate medical education (GME) (L. M. Meeks et al., 2019, 2021, p. 211). The ACGME classify disability as a dimension of diversity and instituted requirements that: (i) medical institutions with residency positions possess a formal disability policy and (ii) accommodations be offered by GME programs (ibid). These changes followed a 2018 American Association of Medical Education (AAMC)-sponsored report on the experiences of disabled trainees that recommended strategies for disability inclusivity in medical education (L. Meeks & Jain, 2018). The accrediting body for undergraduate medical education programs, the Liaison Committee on Medical Education (LCME), did not take similar steps. Students, physicians, educators, and other advocates subsequently sought to put pressure on the LCME to follow the ACGME’s lead by implementing policies and standards to improve disability inclusivity. Medical Students with Disability and Chronic Illness (MSDCI), a national-level advocacy and community group, sent a letter to the LCME in 2021 imploring the organization to add disability education to its UME program accreditation criteria. Moreover, though the LCME requires that UME programs value diversity in their student body and that they maintain a policy of nondiscrimination with respect to disability status, up to the spring of 2022 the LCME has done little to ensure that medical schools’ technical standards and other policies adhere to the ADA. LCME’s own materials fail to include disability as a form of diversity (L. M. Meeks et al., 2021). However, visitors to MSDCI’s website (MSDCI, n.d.) in the spring of 2022 could see an announcement that, in the wake of the group’s letter, the LCME Subcommittee on Standards is planning soon to discuss its proposals. Despite advocacy and the concrete policy shifts towards disability inclusion in medicine, adherence and actual disability representation remain uneven and limited. Research from the same summer that the ACGME policy changes took effect (2019) found that only 32 of 47 handbooks from large-scale GME programs included a specific disability policy (L. M. Meeks, Taylor, et al., 2020). While the profile of disability shot up amongst medical institutions and organizations since the mid-late 2010s, the provision of basic disability accommodations and tangible movement towards true inclusivity in both UME and GME remain uneven and limited. Source A related resource from which the described resource is derived Martin-Lockhart, Z. (2022). Disabled Doctors Dissertation Fieldwork [manuscript in preparation]. Meeks, L., & Jain, N. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians With Disabilities,. AAMC. Meeks, L. M., Case, B., Joshi, H., Harper, D. M., & Graves, L. (2021). Disability Policies and Practices in Family Medicine Residencies: A CERA Study. Family Medicine, 53(3), 211–214. https://doi.org/10.22454/FamMed.2021.726731 Meeks, L. M., Jain, N. R., Moreland, C., Taylor, N., Brookman, J. C., & Fitzsimons, M. (2019). Realizing a Diverse and Inclusive Workforce: Equal Access for Residents With Disabilities. Journal of Graduate Medical Education, 11(5), 498–503. https://doi.org/10.4300/JGME-D-19-00286.1 Meeks, L. M., Stergiopoulos, E., & Petersen, K. H. (2022). Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action. Academic Medicine, 97(3), 341–345. https://doi.org/10.1097/ACM.0000000000004471 Meeks, L. M., Taylor, N., Case, B., Stergiopoulos, E., Zazove, P., Graves, L., McKee, M., Swenor, B. K., Salgat, A., Cerilli, C., Joshi, H., & Moreland, C. J. (2020). The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs. Journal of Graduate Medical Education, 12(5), 615–619. https://doi.org/10.4300/JGME-D-19-00940.1 Meeks, L., & Neal-Boylan, L. (2020). Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions. MSDCI. (n.d.). Retrieved April 30, 2022, from https://msdci.org/ Rotoli, J., Backster, A., Sapp, R. W., Austin, Z. A., Francois, C., Gurditta, K., Mirus, C., & Poffenberger, C. M. (2020). Emergency Medicine Resident Education on Caring for Patients With Disabilities: A Call to Action. AEM Education and Training, 4(4), 450–462. https://doi.org/10.1002/aet2.10453 Sapp, R. W., Sebok-Syer, S. S., Gisondi, M. A., Rotoli, J. M., Backster, A., & Poffenberger, C. M. (2021). The Prevalence of Disability Health Training and Residents With Disabilities in Emergency Medicine Residency Programs. AEM Education and Training, 5(2), e10511. https://doi.org/10.1002/aet2.10511 Seidel, E., & Crowe, S. (2017). The State of Disability Awareness in American Medical Schools. American Journal of Physical Medicine & Rehabilitation, 96(9), 673–676. https://doi.org/10.1097/PHM.0000000000000719 https://dhd752groupproject.digital.uic.edu/files/original/7ed0b77903c0f0304f64d5313c5a815f.jpg f7a0d813530f48b45ac119cca73cc059 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions Description An account of the resource Image description: The cover of a book, mostly blue with intersecting vertical and horizontal yellow blocks and an uneven circular blob in rainbow colors that resembles refracted light in a soap bubble. The white text reads “Disability as Diversity” and, below that, “A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions.” Below the byline is the editors: “Lisa M. Meeks, Leslie Neal-Boylan Editors.” Springer, the publisher, is written in white at the bottom. Source A related resource from which the described resource is derived Disability as Diversity book cover. 2020. <a href="https://blackwells.co.uk/bookshop/product/9783030461867?gC=098f6bcd4&gclid=CjwKCAjw9qiTBhBbEiwAp-GE0UyMxULOuompy55Ig3P81c1_lv38Fx1_7DUCFiEvXv7uvHkOMbclXxoCaEkQAvD_BwE">https://blackwells.co.uk/bookshop/product/9783030461867?gC=098f6bcd4&gclid=CjwKCAjw9qiTBhBbEiwAp-GE0UyMxULOuompy55Ig3P81c1_lv38Fx1_7DUCFiEvXv7uvHkOMbclXxoCaEkQAvD_BwE</a>. Accessed <span style="font-weight: 400;" data-rich-links="{"dat_df":{"fres_frt":1,"dfie_ts":{"tv":{"tv_s":1651147200,"tv_n":0}},"dfie_l":"en","dfie_p":{"fres_frt":0,"tres_tv":"MMM d, y"},"dfie_dt":"Apr 28, 2022","dfie_pt":3},"type":"date"}">Apr 28, 2022.