Teaching About Disability in Psychology: An Analysis of Disability Curricula in U.S. Undergraduate Psychology Programs Public Deposited

http://ir.library.oregonstate.edu/concern/articles/7s75df16w

This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by The Author(s) and published by SAGE Publications in association with the American Psychological Association, Society for the Teaching of Psychology. It can be found at:  http://top.sagepub.com/

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  • Historically, Psychology education about disability focused narrowly on psychiatric and cognitive disabilities. Furthermore, disability tends to be viewed from the medical model, rather than the social model endorsed by disability scholars, which describes disability as primarily socially constructed. Course offerings for the Psychology departments of 98 top-ranked undergraduate programs in the U.S. were content-analyzed to identify the types of disabilities discussed and the extent to which they utilized a medical or social model. Courses examining psychiatric disabilities were offered at all departments. However, categories such as physical, sensory, and intellectual disabilities were covered in fewer than 20% of departments. Course descriptions contained significantly more medical than social model content. Results suggest many types of disabilities are underrepresented in Psychology programs and the medical model continues to prevail.
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  • Rosa, N. M., Bogart, K. R., Bonnett, A. K., Estill, M. C., & Colton, C. E. (2016). Teaching About Disability in Psychology An Analysis of Disability Curricula in US Undergraduate Psychology Programs. Teaching of Psychology, 43(1), 59-62. doi:10.1177/0098628315620885
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