Can Disability Studies and Psychology Join Hands?

Olkin, Rhoda
Pledger, Constance

¹Department of Clinical Psychology, California School of Professional Psychology at Alliant International University
²National Institute on Disability and Rehabilitation Research, Washington, DC.

³Correspondence concerning this article should be addressed to Rhoda Olkin, 3000 Citrus Circle, Suite 120, Walnut Creek, CA 94598. E-mail: [email protected]

Editor's note. This article is intended to promote the exchange of ideas among researchers and policymakers. The views expressed in it do not necessarily reflect the position of the U.S. Department of Education.

This section was developed by Constance Pledger. Melissa G. Warren served as action editor of this section.

American Psychologist 58(4):p 296-304, April 2003.

Although the field of disabilities studies incorporates psychology within its interdisciplinary purview, it embodies a distinct perspective consonant with the new paradigm of disability. This perspective is contrasted with that of psychology, and the place of disability within psychology is examined. Although psychology has begun to embrace diversity, disability has remained marginalized. Four areas are presented in this article: (a) the foundational ideas of disability studies, (b) training in disability within psychology, (c) the paradigms of disability reflected in research on disability, and (d) future research directions.