About DISPP

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The primary goal of the Disabled in School Psychology Project (DISPP) is to enhance transparency, awareness, and understanding for the unique challenges faced by present and future disabled school psychologists, including those with mental health conditions and chronic illness. Through rigorous and inclusive research and advocacy, we aim to illuminate the specific employment experiences of disabled school psychologists, both in school and non-school settings, as well as during their graduate school tenure. This includes their experiences in various work environments, encompassing both school and non-school settings, as well as their time during graduate school. We endeavor to achieve this through thorough and inclusive research and advocacy efforts.  DISPP is dedicated to empowering and advocating for disabled school psychologists and graduate students with the future goal of establishing a collaborative network of researchers, practitioners, graduate students, and national associations to promote inclusivity and drive positive change within the field.

 

As a recently launched grassroots initiative, the first major focus of DISPP centers on disseminating information pertaining to the employment experiences of disabled school psychologists and school psychologists with mental health conditions, with a keen eye on future research and collaborative endeavors exploring similar topics. This strategic approach aligns with our broader perspective, which encompasses considerations for historical awareness, advocacy, inclusion, and the extensive integration of disabled voices in school psychology, Multi-Tiered System of Supports (MTSS), and education as a whole. At present, the immediate goals of DISPP are in:

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1. Communicating Transparency and Appreciation:

• All too often respondents in survey research are unaware of what happens after they complete a questionnaire, let alone the steps following closure of a survey. Consequently, DISPP will serve as a channel to keep the school psychology community and survey respondents informed about the progress of the workplace experiences of disabled school psychologists’ study and subsequent research stages. It is important that respondents understand that their time and energy went into a very meaningful study that will hopefully propel the field of school psychology forward. In the end, know that as a respondent to the survey you ARE appreciated, and DISPP is a direct product of your efforts, time, and energy.

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​2. Rasing Awareness:

• Raising awareness about the importance of the research on workplace experiences of school psychologists with disabilities for broader impact.

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​3. Fostering Engagement:

• Fostering a sense of community and engagement among disabled school psychologists, acknowledging their ongoing contributions to the field and providing regular updates.

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4. ​Sharing Results:

• Sharing research findings with the school psychologist community, ensuring accessibility and clarity.

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5. Establishing Disabled In School Psychology Leadership, Outreach, and Research (DISPLOR)

• Establishment of future disabled school psychology initiatives in leadership, outreach, and research

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**Please note: DISPP intentionally uses both identity-first (person with a disability) and person-first language (disabled person). These language choices attempt to best represent the broad perspectives of how disability is viewed across the disabled community. DISSP acknowledges that individual language preferences may vary from person to person and recognizes the ongoing evolution of terminology within the disabled community.