Introduction: People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem: Teaching experience is a core experience for psychology graduate students, especially those pursuing faculty positions. Disabled graduate students face many barriers that may make it difficult for them to obtain high-quality graduate student teaching experience. This contributes to the continuing under-representation of disabled faculty in psychology programs. Literature Review: I review key empirical and conceptual articles on the experiences of disabled psychology trainees and how to best support them. Teaching Implications: I provide evidence-based suggestions and strategies for supporting graduate students with disabilities as they obtain teaching experience. Conclusion: By actively supporting graduate students with disabilities in their teaching endeavors, psychology faculty can help stem the leaky pipeline and increase the numbers of psychology faculty with disabilities.

简介：残疾人在心理学教师和研究生中所占比例不足，他们比非残疾同龄人更有可能从心理学研究生课程中流失。他们在研究生培养过程中面临诸多障碍。问题说明：教学经验是心理学研究生的核心体验，尤其是那些追求教职的学生。残疾研究生面临许多障碍，可能使他们难以获得高质量的研究生教学经验。这导致残疾教师在心理学课程中的代表性持续不足。文献综述：我回顾了关于残疾心理学受训者的经验以及如何最好地支持他们的关键经验和概念文章。教学意义：我提供循证建议和策略，以支持残疾研究生获得教学经验。结论：通过积极支持残疾研究生的教学工作，心理学教师可以帮助堵住漏水的管道并增加残疾心理学教师的数量。