Inclusive, interdisciplinary, and equity-driven strategies are needed in increasingly important worldwide health disability clinical education. Given that over 1.3 billion people worldwide live with disabilities, healthcare professionals need training to provide patient-centred, ethical, and respectful care. We need attention to important developments in disability education, including the implementation of competence-based curricula, integration of the biopsychosocial model, and employment of technologies like assistive devices, virtual reality, and AI-based technologies. It emphasises the need for interprofessional education, culturally sensitive instruction, and advocacy-driven policy change. Social, financial, and environmental structural obstacles keep fuelling health inequalities. Rather than treating it as elective, the chapter advocates integrating disability education throughout all medical curricula. Simulations, case-based learning, and patient alliances have all been demonstrated to boost empathy, diagnostic correctness, and clinical confidence. Ultimately, we need a system-wide change based on human rights, sustainability, and universal access. Health systems can better prepare next practitioners to address the complicated, intersectional demands of disabled populations by matching education with international frameworks like the WHO Rehabilitation Competency Framework.