ABSTRACT
In the spirit of reflexivity and with a nod to critical pedagogy, this chapter adopts a personalised and politicised approach towards the teaching of disability studies. Disability comes to be known in psychology, like it is in society, as a problem. Psychology has a shameful history in relation to the sifting out and segregating of disabled students from mainstream educational settings. Teaching disability and teaching psychology therefore demands critical pedagogies. Teaching disability studies requires people to become disorientated with psychology. A long history of disability activism has brought immeasurable accomplishments. The classroom is a single example of the larger society and societal ideals, a designated space for fostering a certain type of expression. Ableism describes the prevailing dominant notions of whose bodies are considered valuable, desirable, and disposable. The contribution of feminist thinking to the development of critical disability studies cannot be underestimated.
