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

Technical standards (TS) define the nonacademic requirements for admission, progression, and graduation in pharmacy education, yet they may also function as structural barriers for students with disabilities. Although other health professions have advanced guidance on inclusive TS, pharmacy education has lagged in both scholarship and implementation. This commentary synthesizes best practices for developing accessible TS drawn from health professions education literature, legal and accreditation frameworks, and professional guidance. Central recommendations include replacing organic, ability-based language with functional, competency-focused standards; clearly communicating disability disclosure and accommodation processes; aligning TS with competency-based education models; and maintaining a structured, interactive accommodation process supported by specialized Disability Resource Professionals. Two case examples from schools of pharmacy in the United States illustrate distinct approaches to TS revision, demonstrating how interdisciplinary collaboration, faculty education, legal review, and proactive communication can improve clarity, transparency, and inclusivity. These examples support cultural change and institutional accountability. Accessible, functional TS influences who is able to enter, persist in, and contribute to the pharmacy profession. Aligning TS with contemporary educational models represents a strategic opportunity to strengthen equity, workforce sustainability, and the future of pharmacy education.