Guidelines to Address Barriers in Clinical Training for Trainees With Sensory Disabilities

Jennifer G. Pearlstein, Adam T. Schmidt, Emily M. Lund, Lauren R. Khazem, Nancy H. Liu

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


Disability is an important facet of diversity. Although diversity in clinical training in health service psychology has improved considerably, training often neglects accessibility and inclusion for individuals with sensory disabilities. The limited research to date documents that trainees with sensory disabilities (TSDs) report extensive barriers and are consistently underrepresented in clinical settings. Furthermore, few resources have been developed to guide accommodating TSD in clinical training. Accordingly, our goals in this article are twofold as follows: (a) to highlight the barriers in clinical training faced by TSD and (b) to provide recommendations for trainees, supervisors, clinical leadership, and directors of clinical training to improve accessibility and inclusion for TSD. We offer vignettes to illustrate barriers faced by TSD and suggest guidelines to improve access for TSD.

Original languageEnglish
Pages (from-to)220-228
Number of pages9
JournalTraining and Education in Professional Psychology
Issue number3
StatePublished - 2022


  • Clinical training
  • Disability
  • Professional practice
  • Sensory disabilities
  • Trainees with disabilities


Dive into the research topics of 'Guidelines to Address Barriers in Clinical Training for Trainees With Sensory Disabilities'. Together they form a unique fingerprint.

Cite this