Abstract
Despite its intimate connections with how disability is conceptualized and enacted in educational contexts, school psychological research and
graduate education tends approach disability as an intra-individual disorder in need of remediation or accommodation. Disability scholars
argue that disability studies provides an opportunity to critique and correct traditional medical/psychological approaches to disability,
suggesting systemic and activist response to the barriers and challenges disabled individuals experience often are the most appropriate
response. The authors of this manuscript argue that the integration of disability studies concepts into school psychology graduate programs
can broaden future practitioners’ perspectives in this area, resulting in a greater commitment to inclusive education, person-centered
practice, and disability advocacy. To support graduate educators in integrating disability studies content in their programs, the lead
author provides information on a graduate-level seminar that was o!ered in their program. The first author presents their rationale for
the selection of readings, course assignments, and service-learning components. After the course content and activities are outlined, each
graduate student who participated in the course provides a brief commentary on their experience in the course and why they believe
exposure to disability studies is important for school psychologists.
