Despite the fact that one of the core responsibilities of physicians is working with individuals with disabilities, formal training development in this area is almost non-existent. For example, there is currently no curriculum on disabilities at the University of Michigan Medical School that takes into account the perspectives, experiences, and voices of individuals with disabilities. Furthermore, the prevailing approach to disabilities in general is the medical model, i.e., the disability is seen only in the context of a disease process and as an impairment in function that must be cured or "normalized." This approach is in contrast with the social model of disabilities in which disability is seen as a social process in which individuals with disabilities encounter obstacles (physical, professional, psychological, and social) to living fully and meaningfully in society. The current proposal is a mentored project in curricular design focused specifically on enhancing medical students' awareness of disabilities in a way that incorporates disabled individuals' perspectives and social contexts into their understanding. The overall approach is meant to emphasize a major tenet of disabilities communities, "Nothing about me without me," by engaging in ongoing collaborations between educators, a medical student, and community disability advocates to produce specific educational experiences for medical students exploring living with disabilities. A second goal of the project is to train a medical student in curricular design and implementation, as well as methods to assess effectiveness in teaching this subject to medical students.