Jerusha Mather is an enduring voice of equality for disabled students seeking access into courses that they are grossly underrepresented in. Her personal journey began in Sri Lanka, where at birth, the doctors told her parents that she would never walk or talk, later she was officially diagnosed with cerebral palsy. In Australia, she received strenuous and heavy therapy and began to see drastic improvements in her physical heath.

“I was able to walk and talk – although it was not perfect, it was something of a miracle to me.”

At school, she joined the advanced maths group and was invited to participate in a statewide maths tournament. She was a Kwong Lee Dow Scholar at Melbourne University and the first to become social justice captain in high school however during her VCE exams, she was not given appropriate support.

“I was not even offered a scribe which made things challenging for me”

Despite the odds, Mather was accepted into a Biomedical Science Degree at Victoria University, a step closer to fulfilling her plan to become a Doctor.

Gender equality that has enabled women to become medical professionals has given female patients access to female doctors that share similar anatomy and conditions. For disabled patients, the opportunity to benefit from a truly empathetic doctor in a similar situation is highly unlikely.

“I believe it is because of, and not in spite, of my disability that I will make an excellent candidate to become a doctor. I have a sense of empathy unmatched by my colleagues, understanding of life with a chronic health condition and remarkable patience.”

As a patient, Mather has experienced the spectrum of health care professionals, the good and bad. She is motivated to be part of a generation of doctors where communication and compassion are paramount tools. Mather drew inspiration from the recognised and notable work of Dr Janice Brunstrom; a paediatric neurologist in the USA who has cerebral palsy.

“My career aspirations are also in neurology, though her dedication to her profession, continuous development, and desire to utilise her disability to her advantage have been a true motivational force for me.” Mather

Disability effects a high proportion of the community yet most have been denied pathways to medical training due to both direct and indirect discrimination by educational authorities. In some instances, disability discrimination is overt and direct; in others, it is founded on lack of knowledge of disability issues and inclusion practices. By law, educational facilities are to make ‘Reasonable Adjustments’ for their disabled students however the definition is vague and broad.

Curriculum adaptation needed; curriculum limited; or curriculum needs not addressed. Components of courses or post-qualification employment not accessible HumanRights.gov.au

Not enough has been done regarding curriculum needs and adaptation for people with disability. Academic courses for general qualifications contain areas that such a student with cannot complete or access. This creates difficulties with enrolment (advice and information issues), with granting qualifications or accreditation, and with post-qualification work or profession.

“There are still quite a few internal barriers for someone like me who wants to become a doctor. One of the major barriers is passing the GAMSAT. Now Section 2 is quite straight forward because I can type that section. Nonetheless, section 1 and 3 requires a fair bit of handwriting which is extremely difficult for me to complete. I think there is an unrealistic expectation for people with a physical disability to do it all in their head, which is merely impossible given the nature and complexity of such a test. I do not think that this is the only concern here, every student must undertake an interview, in which I fear the possibility of discrimination.”

Due to ACER, being an independent organization, students with disability do not get appropriate funded disability support to help them prepare for the required tests.  Students with disability require a levelled playing field, where all get the same chance.

“Although the university was very supportive, we did find it difficult, however, to source appropriate academic support staff. Thus, some of my academic support workers came late to class. Some of them did not write quality notes. Some did not facilitate my independence. Some did not understand what was required of them. Admittedly, it was a bit disappointing to see.

One of the most hurtful experiences I have ever had was when a doctor (with a disability) suggested I should be a ‘grocer’. He was the last person I expected to hear it from. I also had a lot of online trolls saying negative things about me. I was bullied a lot by past mentors and GAMSAT tutors.”

Mather believes that there are various specialties that a person with a disability can display excellent competence in and demonstrate safe clinical practices such as pathology, radiology, rehab medicine and general practice.

“I am completing my honors in biomedical sciences at RMIT University this year and am hoping to do further research, but I hope that one day, I will be serving you as a doctor.”

Please sign my petition here to produce an alternative pathway for prospective medical students with disability:

https://www.change.org/p/australian-medical-schools-alternative-entry-scheme-pathway-for-aspiring-medical-students-with-disabilities