Transdisciplinary Inclusivity: Strategies and Implications for Integrating Students with Disabilities in Educational Psychology Research
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| Title: | Transdisciplinary Inclusivity: Strategies and Implications for Integrating Students with Disabilities in Educational Psychology Research |
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| Language: | English |
| Authors: | Benjamin C. Heddy (ORCID |
| Source: | Educational Psychologist. 2025 60(3):127-140. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Educational Psychology, Research, Students with Disabilities, Inclusion, Disproportionate Representation, Sampling, Interdisciplinary Approach, Special Education, Inquiry, World Views, Research Methodology, Theories, Researchers, Attitudes, Equal Education |
| DOI: | 10.1080/00461520.2025.2511707 |
| ISSN: | 0046-1520 1532-6985 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506153 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0046-1520 1532-6985 |
| DOI: | 10.1080/00461520.2025.2511707 |
