DOI: 10.1080/00461520.2025.2511707">
 

Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research

Document Type

Article

Publication Date

2025

Department/School

Special Education and Communication Sciences and Disorders

Publication Title

Educational Psychologist

Abstract

Researchers with interest in educational issues have worked to improve their impact on practice and policy by increasing the inclusiveness of their approaches to research. For example, the field of educational psychology has aimed to better address issues of sex, gender, and race and ethnicity with an eye toward improving theory, teaching, learning, and motivation in diverse educational contexts. However, students with disabilities (SWD) have historically been underrepresented in these conversations. Failing to consider this population does a disservice to SWD and limits the impact and relevance of educational psychology theory. Thus, we present the concept of Transdisciplinary Inclusivity (TI) to describe how educational psychologists can be inclusive of SWD in research. TI includes five components: (1) inquiry worldview flexibility, (2) multiple methodologies, (3) situated theory, (4) agentic research, and (5) transformative equity centered practice. We explain how TI can inform theories and conceptual frameworks commonly used across the field, as well as outlining new paths for educational psychologists to continue this important work. We conclude with a brief description of the articles included in this special issue which are representative of components of TI.

Comments


R. A. Louick is a faculty member in EMU's Department of Special Education and Communication Sciences and Disorders.

Link to Published Version

DOI: 10.1080/00461520.2025.2511707

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