Assessing the Readiness to Change Communication Practices: An Exploratory Study on Disability-Inclusive Language Among First-Year Healthcare Students in India

Disability-inclusive communication, defined as respectful, person-centered, and non-stigmatizing language that affirms the dignity of persons with disabilities, is essential for equitable healthcare.While such language is increasingly recognized as a professional standard, its consistent use in clinical practice often depends on individuals' awareness, confidence, and behavioural readiness.This study explores the readiness of first-year healthcare students in India-including those in MBBS, AYUSH, and Allied Health Sciences programs-to adopt disability-inclusive language as part of their future professional identity.The study is grounded in the Transtheoretical Model of Behaviour Change (TTM), which maps behavioural readiness across five stages: precontemplation, contemplation, preparation, action, and maintenance.A descriptive quantitative research design was used, with data collected through a modified Readiness to Change (RTC) questionnaire.The responses were collected using convenient sampling and analyzed using descriptive statistics to determine students' levels of awareness, intention, and confidence in using inclusive language.This study emphasizes the importance of encouraging respectful and inclusive language as one of the core aspects of healthcare professionalism.It aligns with international frameworks such as the United Nations Disability Inclusion Strategy and Sustainable Development Goals (SDG 10 and SDG 11), while also resonating with national efforts including India's Rights of Persons with Disabilities Act (2016) and the National Education Policy (NEP) 2020.