The American Psychological Association (APA) advocates the use of person-first language (e.g., people with disabilities) to refer to individuals with disabilities in daily discourse and to reduce bias in psychological writing. Disability culture advocates and disability studies scholars have challenged the rationale for and implications of exclusive person-first language use, promoting use of identity-first language (e.g., disabled people). We argue that psychologists should adopt identity-first language alongside person-first constructions to address the concerns of disability groups while promoting human dignity and maintaining scientific and professional rigor. We review the evolution of disability language and then discuss the major models used to characterize disability and people with disabilities. The rationale for person-first language and the emergence of identity-first language, respectively, are linked to particular models. We then discuss some language challenges posed by identity-first language and the current intent of person-first language, suggesting that psychologists make judicious use of the former when it is possible to do so. We conclude by offering five observations of ways that use of both person-first and identity-first language could enhance psychologists' cultural competence regarding disability issues in personal and scientific communications.

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.

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.

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.

The health threat posed by the novel coronavirus that caused the COVID-19 pandemic has particular implications for people with disabilities, including vulnerability to exposure and complications, and concerns about the role of ableism in access to treatment and medical rationing decisions. Shortages of necessary medical equipment to treat COVID-19 have prompted triage guidelines outlining the ways in which lifesaving equipment, such as mechanical ventilators and intensive care unit beds, may need to be rationed among affected individuals. In this article, we explore the realities of medical rationing, and various approaches to triage and prioritization. We discuss the psychology of ableism, perceptions about quality of life, social determinants of health, and how attitudes toward disability can affect rationing decisions and access to care. In addition to the grassroots advocacy and activism undertaken by the disability community, psychology is rich in its contributions to the role of attitudes, prejudice, and discriminatory behavior on the social fabric of society. We call on psychologists to advocate for social justice in pandemic preparedness, promote disability justice in health care settings, call for transparency and accountability in rationing approaches, and support policy changes for macro- and microallocation strategies to proactively reduce the need for rationing.