Response to responses – Raising awareness isn't enough: The role of the Psychology of Education in disability-related justice and inclusion in primary classrooms.

This article focuses on reflections and responses to a prior piece advocating for enhanced disability literacy and social justice within the Psychology of Education, particularly in primary classrooms. It highlights concerns about ableist language and deficit-based models of disability prevalent in educational psychology, calling for a shift toward affirmative, social models that recognize disability as a positive identity rather than a deficit. The article critiques the invisibility and underrepresentation of disabled people in curricula and educational materials, emphasizing the need for inclusive representation and disability literacy benchmarks. It also addresses systemic ableism in educational research and practice, urging psychologists and educators to collect and report diversity data, amplify disabled voices, and redesign classrooms using universal design principles to remove barriers. The author concludes with a call to action for interdisciplinary collaboration to challenge ableism and promote disability-related justice in education.