The World Health Organization (WHO) categorizes disability under three constructs: (1) impairment – to a person’s body or mental functioning; (2) activity limitation obstacles to activities, such as vision or hearing impairment; and (3) participation restrictions in normal daily activities (CDC Disability and Health Promotion, 2022). These constructs pathologize the disabled community and inform healthcare provision to manage and resolve disability rather than advocate for disability rights. As the COVID-19 pandemic showed us, people living with disabilities have complex health needs and are often at high risk during emergencies, pandemics, and weather events (Armitage & Nellums, 2020). Yet, across healthcare systems, the medical model of disability informs practice, policy, and education (Goering, 2015). Healthcare providers’ professional background and education often conceptualize disability as a “problem that exists in a person’s body” (Goering, 2015). Disability is approached as something to be fixed, or repaired and an impairment that causes disadvantages and obstacles in daily living. The healthcare workforce is not readily prepared to effectively implement interprofessional care to support people living with disabilities and to recognize the history of inequality, mistrust, and fear rooted in healthcare practice (Flanagan et al., 2023). It is critical therefore to have effective and collaborative interprofessional health teams to provide comprehensive physical and mental health care, address health disparities, ensure access to equitable resources and supports, and enhance a holistic model of care that will inevitably support patient outcomes (Bobbette et al., 2019; Khan et al., 2018). There is limited information across healthcare curricula that serves to promote the disabled community and to teach the history of disability rights (Bobbette et al., 2019). The purpose of this workshop is to describe the history of disability healthcare ethics and to interactively demonstrate the creation of an IPE module that partners students in social work, medical humanities, nursing, and public health. Through an asynchronous online program, modules will comprise lecture-style modules and videos from the disabled community, including integrating an intersectional lens related to gender, age, socioeconomic status, and race. Modules focus on theories connected to disability, the history of disability and unethical research conducted on those living with disabilities, current ethical issues encountered across health systems, policy development, and current gaps, the best standard of care, and the use of inclusive language. Students will also experience the voices of those living with disabilities. After contextualizing disability in healthcare ethics and providing audience members with an explanation and summary of the IPE, the remainder of the workshop will comprise an interactive IPE activity to inform collaborative healthcare practice for patients with disabilities. The presenters will show the audience a recording of a disabled person speaking about their experiences navigating health systems. Subsequently, attendees will be placed into small groups and given a patient case study. In these groups, participants will have to work through the case study by identifying the disability, the ethical issues that arise, the obstacles and challenges in accommodation, and the best standards of care (e.g., best practice, language) to collaboratively respond to the individual and family utilizing an interprofessional lens. The workshop will conclude with lessons learned, strengths and challenges, and next steps for future IPE modules to deepen and enhance knowledge on how policy informs collaborative interprofessional practice.