First of all, we need to come back to whether we are having a conversation about a faculty member who's an associate professor or a full professor who acquires the lived experience with a disability as they get older, or are we talking about somebody like me, for example, who was born with a congenital disability and who then goes through a research career and starts encountering barriers as an early-career researcher?
If we talk about the second group, because that's actually where the greater emphasis does need to be placed, we can start talking about programs through the tri-council and in other ways to foster the participation of early-career researchers with disabilities. Those would have to be done in sensitive and respectful ways, so that we're not mandating or forcing a disclosure of a lived experience if that's not something that somebody wants to do.
Certainly, through funding and through scholarships and fellowships, you can actually start to increase that level of representation. You can also develop policy and programs around the research environment and around accessibility within the research space. It's one thing to mandate a representation target, but it's another thing to make the environment fully accessible. Both actually need to be done in order to ensure that researchers with disabilities are retained.