Applying Accessibility Theory by Implementing Gradual, Sustainable Change in Daily Practice

Unambiguous federal policy support of accessible public spaces and communications for individuals with disabilities has been in place for 35 years. Rigorous models of accessibility best practices, such as Universal Design and Human Centered Design, have existed for nearly as long. Despite the Americans with Disabilities Act's clear requirements, health care equity for disabled individuals-a large minority of the population-is still out of reach. Research shows that increasing health care professionals' broader understanding of accessibility best practices for adults is an important step toward creating more welcoming health care settings, yet medical schools continue to exclude disability education from their curriculum, and physicians continue to report discomfort with providing care for all ages of this population. Thoughtful, dignifying best practices in creating and evaluating supportive health care environments for children with disabilities are well-documented, but there is little in the literature on tactical steps toward implementation or impact of these adapted environments. This article shows child health care professionals how to apply Universal Design theory to one's everyday practice, beginning with a single patient and her care team.