Graduate medical education (GME) is increasingly recognizing the importance of inclusion for trainees with disabilities, reflecting broader societal efforts to build equitable learning environments. Accommodations, mandated under the Americans with Disabilities Act (ADA), enable learners to participate fully in medical training while maintaining essential competency standards. Despite growing awareness, barriers persist—ranging from stigma, inconsistent institutional policies, and lack of faculty training to the dual role of residents as both learners and employees. The chapter contrasts the medical and social models of disability, advocating for a shift toward structural inclusivity through individualized accommodations and universal design principles. Research demonstrates that appropriate accommodations improve trainee well-being, reduce burnout, and enhance patient care by fostering a diverse physician workforce with lived experience of disability. Best practices include transparent disclosure processes, strong confidentiality safeguards, faculty development on disability inclusion, and institutional policy reform. Ultimately, fostering accessibility within GME benefits not only trainees but also health-care systems and the patients they serve, advancing both equity and excellence in medical education.