The recent version of the Americans with Disabilities (ADA) Amendments Act includes a broad range of disabilities including physical, sensory, learning, psychological and chronic health conditions. A 2016 manuscript by Meeks and Herzer found that 4.6% of respondents self-reported a disability to their institution. (Meeks and Herzer, JAMA, 2019) This is considerably lower than the percentages of students in undergraduate and graduate educational programs (11.1%). (U.S. Department of Education 2010; Snyder and Dillow, Institute of educational services, 2015) The proportion of medical students self-reporting ranged from 0-12% and anecdotal data from the study suggested that the number is under reported due to the stigma and fear of disclosure in the medical field as well as lack of dedicated resources and inclusive practices. However, within diversity and inclusion, disabilities inclusion does not always receive adequate consideration. The purpose of this focus session is to give participants students’ perspectives on disabilities inclusion in medical education in an effort to improve disability inclusion in the learning environment. Another purpose is to be able to equip attendees with experience to suggest implementation of reasonable changes at their home institution. At the end of this focus session, participants should be able to: 1. Understand the perspectives of students with disabilities within the medical education learning environment with regards to inclusion. 2. Identify challenges presented to individuals with disabilities at their home institution and discuss with other participants. 3. Plan to implement measures that can promote disability inclusion in their local institution and learning environment.