In the current literature review, we studied the articles published between 2010 and July 2020 in six prominent educational psychology journals to determine the extent to which students with disabilities (SWD) have recently been included in the field’s most visible literature, and the nature of that inclusion when it occurred. Although scholars routinely cite articles from special education journals, findings indicated that SWD were specifically included in only 11.4% of the studies that were published. Most of these studied detailed interventions to support students’ math and reading skills, with far fewer articles addressing the remaining breadth of topics across the field of educational psychology. After demonstrating the extent to which SWD have been underrepresented in the field’s top journals over the previous decade, we draw on DisCrit theory to describe how constructs such as ableism and multiple models of disability can help scholars resist deficit mindsets about SWD in their classroom-based research samples. We argue for a proliferation of epistemologies (and subsequently methodologies), enabling educational psychologists not only to account for the experiences of SWD in ways that uphold our field’s commitment to rigorous and ecologically valid research, but also to better ensure that educational psychology theories account for the full breadth of human diversity.

在当前的文献综述中，我们研究了 2010 年至 2020 年 7 月期间在六家著名教育心理学期刊上发表的文章，以确定残疾学生 (SWD) 最近被纳入该领域最引人注目的文献的程度，以及其性质发生时的包容。尽管学者们经常引用特殊教育期刊的文章，但调查结果表明，SWD 被明确纳入已发表研究的仅 11.4%。其中大多数研究了支持学生数学和阅读技能的详细干预措施，涉及教育心理学领域剩余主题广度的文章要少得多。在展示了过去十年中 SWD 在该领域顶级期刊中的代表性不足的程度之后，我们利用 DisCrit 理论来描述诸如能力主义和多种残疾模型等结构如何帮助学者在基于课堂的研究样本中抵制关于 SWD 的缺陷心态。我们主张认识论（以及随后的方法论）的扩散，使教育心理学家不仅能够以支持我们领域对严格和生态有效研究的承诺的方式解释 SWD 的经历，而且能够更好地确保教育心理学理论能够解释人类多样性的全部范围。