Perspectives of US Veterinary Students with Disabilities on Accommodations, Identity, and Strengths: A Qualitative Study

Diversity and inclusion research rarely includes disability. Little is known about the prevalence of disability in veterinary education and experiences of veterinary students living with disabilities. The current study explored three research questions: 1) What factors do students identify that create barriers or facilitate the acquisition and utilization of disability accommodations in veterinary school?; 2) How do disabled veterinary students reflect on their identity as a future veterinarian with a disability?; and 3) How do veterinary students with disabilities anticipate that their disability experience will impact their future careers? Virtual semi-structured interviews were conducted with 10 veterinary students currently enrolled in a US College of Veterinary Medicine and who self-identify as living with a disability. Three main themes were identified during data analysis: barriers and facilitators to receiving and utilizing accommodations, reflection on one's identity as a future veterinarian with a disability, and strengths related to disability experiences that could impact students' veterinary careers. The key findings illuminated barriers and facilitators to veterinary student disability accommodation utilization and strengths that emerged from students' experiences with disability. Veterinary students with disabilities struggle with integrating their disability identity into their future veterinary professional persona. The findings from this study can inform veterinary college administrators on how to present information about accommodations and create a supportive academic framework to prepare students with disabilities for success in veterinary education.