Knowledge of Legislation as an Ethical Principle for Undergraduate Rehabilitation Students

Abstract

Undergraduate rehabilitation education (URE) degree programs have trained entry-level practitioners since the mid-twentieth century. Accrediting bodies of rehabilitation and human services degree programs have required, while educators and researchers have supported, the inclusion of ethics within URE curriculum. Yet many undergraduate programs do not have courses that are purely dedicated to ethics. This paper highlights legislative principles in URE curriculum and rehabilitation practice as an ethical imperative, to address ever changing sociopolitical concerns that impact the rehabilitation field. Students in undergraduate rehabilitation education programs may benefit more from full ethics courses to meet these needs.