How medical students, their teachers, and school administrators understand disability appears connected to ongoing, unequal access to medical education for disabled people. The stigmatization of disability within medical education affects students' disability disclosures, yet few studies have explored how understandings of disability influence inclusion practices beyond individual student actions. This paper develops the concept of legibility, derived from a constructivist grounded theory study that examined disability inclusion at four U.S. medical schools through interviews with 19 disabled students and 27 school officials (faculty and administrators). With two dimensions (recognition and assessment of possibility), legibility demonstrates that knowing disability is relational, contextual, and equivocal. Drawing from the field of disability studies, the paper argues that the current paradigm of disability inclusion demands that students' disability experiences be highly legible to themselves and others, yet increased legibility comes with potential risk due to prevalent ableism. While individual interactions can shift understandings of disability towards greater inclusivity, systemic action that embeds liberating discourses of disability into medical education is needed.

中文翻译：

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易读性：了解医学教育包容性中的残疾。

医学生、他们的老师和学校管理人员如何理解残疾似乎与残疾人接受医学教育的持续、不平等的机会有关。医学教育中对残疾的污名化影响了学生对残疾的披露，但很少有研究探讨对残疾的理解如何影响学生个人行为之外的包容性实践。本文提出了易读性的概念，该概念源自一项建构主义扎根理论研究，该研究通过对 19 名残疾学生和 27 名学校官员（教职人员和管理人员）的访谈，考察了四所美国医学院的残疾包容性。通过两个维度（可能性的识别和评估），易读性表明了解残疾是相关的、上下文的和模棱两可的。该论文从残疾研究领域出发，认为当前的残疾包容范式要求学生的残疾经历对自己和他人来说是高度易读的，但由于普遍的残疾歧视，易读性的提高也带来了潜在的风险。虽然个人互动可以将对残疾的理解转向更大的包容性，但需要采取系统行动，将残疾的解放话语嵌入医学教育中。