No abstract

This paper offers an insight into how and what about disability (studies) can be taught to clinical psychologists studying for their doctorate. Combining reflective and academic writing, we discuss our pedagogical approaches to teaching Critical Disability Studies, as well as the content of our sessions. In opposition to the biomedical, deficit-orientated understanding(s) of disability, which often permeates psychology curricula, we advocate for Critical Disability Studies (CDS) to be(come) an integral part of how disability is taught, as it enables a more critical and politicised, intersectional-understanding of disability. Such a shift in how disability is viewed can lead to a more humanising professional practice.

No abstract