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.
Bogart et al. (Fri,) studied this question.