Challenging Ableism in Pharmacy Education: A Call for Inclusive Technical Standards.

Area of Science:

• Pharmacy Education
• Disability Studies
• Higher Education Policy

Background:

• Technical standards (TS) in pharmacy education present non-academic requirements for student success.
• These TS can inadvertently act as structural barriers for students with disabilities.
• Pharmacy education lags behind other health professions in developing inclusive TS.

Purpose of the Study:

• To synthesize best practices for creating accessible technical standards in pharmacy education.
• To provide recommendations for improving the inclusivity and functionality of TS.
• To address the disparity in scholarship and implementation of inclusive TS in pharmacy.

Main Methods:

• Literature review of health professions education, legal frameworks, and accreditation standards.
• Synthesis of best practices for accessible TS development.
• Analysis of case examples from U.S. pharmacy schools demonstrating TS revision.

Main Results:

• Recommendations include shifting from ability-based to competency-focused language in TS.
• Clear communication of disability disclosure and accommodation processes is crucial.
• Aligning TS with competency-based education models and utilizing Disability Resource Professionals enhances accessibility.
• Case examples show successful TS revision through interdisciplinary collaboration and faculty education.

Conclusions:

• Accessible and functional TS are essential for equitable access to the pharmacy profession.
• Revising TS supports cultural change, institutional accountability, and workforce sustainability.
• Strategic alignment of TS with modern educational models enhances equity and the future of pharmacy education.