This article aims to revisit the Stanford Prison Experiment (SPE) from the perspective of disability studies. The SPE is an issue that inevitably comes to light while teaching Social Psychology and how it contributes to a different course titled Psychological, Social and Cultural Aspects of Disabilities. The SPE presents a pioneering piece of research within Social Psychology. Similarly, the social model has reformed the concept of disability. The SPE and further studies demonstrate the importance of social forces in shaping human behaviour; that is, they explore how good people might turn evil in particular circumstances. The social model of disability emphasises the role of social oppression in creating disability. As these two courses contribute to each other, it is discussed that an appropriate level of analysis within the discipline of psychology has much to contribute to the inherently interdisciplinary field of disability studies and vice versa. Interdisciplinary curriculums might be a step towards inclusive higher education.

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从残疾社会模型的角度重温斯坦福监狱的实验：一次教学经验

本文旨在从残疾研究的角度重新审视斯坦福监狱实验（SPE）。SPE在教授社会心理学以及它如何对另一门名为“心理学，社会和文化方面的残疾”的课程作出贡献时不可避免地会暴露出来。SPE提出了社会心理学领域的一项开创性研究。同样，社会模式也改革了残疾概念。SPE和进一步的研究证明了社会力量在塑造人类行为中的重要性；就是说，他们探索善良的人在特定情况下可能会变成邪恶。残疾的社会模式强调社会压迫在创造残疾中的作用。由于这两门课程相互促进，讨论的是，心理学学科中适当的分析水平将对残疾研究的固有跨学科领域做出很大贡献，反之亦然。跨学科课程可能是迈向全纳高等教育的一步。