This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed.

This article sheds light on the ways in which people with disabilities in the United States are disproportionately exposed to sources of stress and trauma during the COVID-19 pandemic. The authors call on rehabilitation psychologists and others to recognize and address these disparities in their work through acknowledging and addressing ableism and other forms of oppression.

To inform the field of rehabilitation psychology about the sociocultural implications of the term "disability," and explain the rationale behind the #SaytheWord movement, a social media call to embrace disability identity. Method: Review of the literature on disability terminology, the history of language use, and the relationship between attitudes toward disability and language. We reflect on the role of disability within the field of psychology and within the American Psychological Association (APA), including the underrepresentation of disabled psychologists and trainees with disabilities and the lack of mentorship opportunities available in the field. Implications: The authors argue that erasure of the word "disability" can have unintended and adverse consequences. We describe how erasure of disability identity in the context of current sociopolitical efforts to reduce and eliminate public services and supports for people with disabilities is especially threatening to members of the disability community. To move forward, the authors postulate that the disability movement must reconcile its own history of exclusion and adopt a disability justice framework. Conclusion: The field of psychology has a rich tradition of appreciation of cultural diversity and individual difference; yet, disability has largely been left out of these efforts. The disability movement is moving toward the status of a diverse cultural group with a social justice agenda parallel to those of other marginalized communities. The authors posit that psychology must play a stronger role in advancing the human rights of people with disabilities. Impact and ImplicationsThis commentary will inform readers about important sociocultural considerations of the use of the term "disability." The literature indicates that despite the importance of language on attitudes toward disabled people, attempts to avoid the term "disability" remain and may have unintended consequences. The authors argue that psychology and the disability movement should align in order to advance a social justice agenda.

There is little empirical research on the experiences of professional psychology trainees with disabilities. This study qualitatively analyzed of the advice provided by psychologists and trainees with disabilities to those with similar disabilities. Participants were 41 psychologists (n ϭ 24; 58.5%) and psychology trainees (n ϭ 17; 41.5%) with disabilities who held or were pursuing a doctoral degree in clinical, counseling, school, combined, or rehabilitation psychology and who completed an online survey. The most common disabilities were physical, sensory, and chronic health disabilities, but participants with learning, psychiatric, and cognitive disabilities were also represented.Answers to an open-ended survey question about advice for current trainees with disabilities were coded using grounded theory techniques. Major themes were the importance of seeking support, resources, and mentorship; advocacy; accommodations; disability disclosure; encouragement; dissuasion; and general advice. Participants emphasized the importance of pursuing mentorship and support and encouraged self-advocacy during training but also cautioned of the possible negative repercussions of disability disclosure. Results suggested that trainees with disabilities face many challenges during training and that psychology training programs should actively work to create supportive and disability-affirmative environments for trainees.

Professional psychology programs and training sites should work to remove barriers and provide support for trainees with disabilities, especially during preinternship doctoral training. Programs should not expect disability services offices to provide all support for students with disabilities, especially support related to clinical training.