Special Issue Introduction: Creating an Anti-Ableist Psychology Curriculum and Teaching Environment

Abstract

Introduction: This special issue addresses a critical need for anti-ableist pedagogy in psychology education.   Statement of the Problem: Despite people with disabilities constituting the largest minority group in the USA (almost 30% of the population), they are significantly underrepresented in higher education, including psychology programs, and content about disability is often limited in psychology curricula. Literature Review: Contents of this issue emphasize understanding various models of disability, which critically inform how disability is conceptualized and taught. Furthermore, the issue promotes Universal Design in Learning, a proactive approach to creating inclusive environments by removing systemic barriers and focusing on collective access. Teaching Implications: Amidst a challenging climate of backlash against diversity, equity, and inclusion initiatives, this special issue offers a vital resource, providing faculty with practical tools and insights for developing accessible, anti-ableist courses that foster disability justice. Conclusion: Throughout this editorial and issue, we address many topics critical to normalizing disability and create a curriculum that is inclusive for all.