RESUMEN
Persons with disabilities are vulnerable to rights violations when accessing health care, including allied health care. However, the commitment of allied health professional education to disability rights has not been researched. This study is the first to investigate the extent to which disability rights principles are integrated into allied health competencies and education. Specifically, this paper explores the extent to which disability rights principles are integrated into the competencies and education of the six allied health professions taught by the University of Sydney's Faculty of Health Sciences. The study brings to light facilitators and barriers to professional curriculum renewal, and recommendations for future health professional education. This case study reveals that three allied health professions-exercise physiology, physiotherapy, and radiography-incorporate a rights-based approach to a lesser degree than the other three-speech pathology, occupational therapy, and rehabilitation counseling. We refer to this as an "allied health continuum." The paper concludes that there is considerable scope for the allied health professions to strengthen human rights-based education and care provision through ethical codes of conduct, competencies, curriculum renewal, accreditation, and registration requirements, with the aim of reducing rights violations experienced by persons with disabilities when accessing allied health care.