Moving Beyond the Ableist Roots of Educational Psychology: Audit of the Field and a Path Forward | SpringerLink
https://link.springer.com/article/10.1007/s10648-022-09673-6
In the current literature review, we studied the articles published between 2010 and July 2020 in six prominent educational psychology journals to determine the extent to which students with disabilities (SWD) have recently been included in the field's most visible literature, and the nature of that inclusion when it occurred. Although scholars routinely cite articles from special education journals, findings indicated that SWD were specifically included in only 11.4% of the studies that were published. Most of these studied detailed interventions to support students' math and reading skills, with far fewer articles addressing the remaining breadth of topics across the field of educational psychology. After demonstrating the extent to which SWD have been underrepresented in the field's top journals over the previous decade, we draw on DisCrit theory to describe how constructs such as ableism and multiple models of disability can help scholars resist deficit mindsets about SWD in their classroom-based research samples. We argue for a proliferation of epistemologies (and subsequently methodologies), enabling educational psychologists not only to account for the experiences of SWD in ways that uphold our field's commitment to rigorous and ecologically valid research, but also to better ensure that educational psychology theories account for the full breadth of human diversity.
https://link.springer.com/article/10.1007/s10648-022-09673-6
In the current literature review, we studied the articles published between 2010 and July 2020 in six prominent educational psychology journals to determine the extent to which students with disabilities (SWD) have recently been included in the field's most visible literature, and the nature of that inclusion when it occurred. Although scholars routinely cite articles from special education journals, findings indicated that SWD were specifically included in only 11.4% of the studies that were published. Most of these studied detailed interventions to support students' math and reading skills, with far fewer articles addressing the remaining breadth of topics across the field of educational psychology. After demonstrating the extent to which SWD have been underrepresented in the field's top journals over the previous decade, we draw on DisCrit theory to describe how constructs such as ableism and multiple models of disability can help scholars resist deficit mindsets about SWD in their classroom-based research samples. We argue for a proliferation of epistemologies (and subsequently methodologies), enabling educational psychologists not only to account for the experiences of SWD in ways that uphold our field's commitment to rigorous and ecologically valid research, but also to better ensure that educational psychology theories account for the full breadth of human diversity.
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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