Bioethical conflicts in the training of professionals with disabilities

Abstract Disability presents a significant increase worldwide, mainly affecting vulnerable populations, such as young people, who have worse academic and health outcomes, compared with able bodied peope. There are international conventions that guide the inclusion of students with disabilities, at the academic level and curriculum. This article analyzes the ethical conflicts that underlie the higher education training of professionals with disabilities in the area of health, particularly nursing, and who work in clinical environments where users require care quality. As a methodology, the bioethical analysis is proposed focused on the background review on disability – situation of bioethical conflict – and the proposal to address the conflict situation according to bioethical discernment. Important efforts are required at the level of educational policies to properly include students with disabilities at the higher education.