While disability can affect anyone at any time and stage of their lifespan, there has been a lack of literature specifically addressing lifespan development and disability. In the field of rehabilitation counseling, there appear to be only two known recent textbooks that address this matter: Disability Across the Developmental Lifespan (2019) by Smart and Human Growth and Development Considerations in Rehabilitation Counseling (2015) by Sales and Brodwin. Due to retirements and/or the passing of the authors, no new textbooks have been published since. There also appears to be a lack of research in general that addresses disability across the lifespan in professional counseling journals, including those specific to rehabilitation counseling. Given the limited resources that specifically incorporate disability content into lifespan development courses in counseling and other fields, the authors believe it would be beneficial to provide specific examples of how this might be done in CACREP-accredited counseling programs. Please note that these examples should only be used as a guide and take into consideration the specific curriculum and specialty accreditation standards in which your program is situated.

Positionality Statements

Dr. Julie Hill is an assistant professor in Counselor Education, specializing in Rehabilitation Counseling. She lives with multiple invisible disabilities and has worked with individuals with disabilities in various settings for over 20 years. Additionally, Dr. Hill is a certified rehabilitation counselor (CRC) and a licensed professional counselor (LPC).

Dr. Kevin Bengtson (PhD) is a senior instructor and clinical coordinator in the MA in Rehabilitation Counseling program at Western Washington University. Dr. Bengtson has worked with individuals with disabilities in both the private and public sectors of vocational rehabilitation for over 20 years with extensive experience in the country of Australia. Dr. Bengtson is also a certified rehabilitation counselor (CRC) and certified vocational evaluator (CVE).

Diana Cascante is a doctoral student in the Counselor Education program at the University of Arkansas, expected to graduate in December 2027. With a background in clinical mental health counseling and a focus on advocacy, Diana is particularly passionate about integrating disability awareness and advocacy into counselor training and education development.

Elaine Mora is a doctoral candidate in Rehabilitation Counseling at The University of Texas Rio Grande Valley (UTRGV), expected to graduate in August 2025. With over 10 years of experience in the field, her work encompasses the psychosocial aspects of disability, crisis intervention, and forensic rehabilitation, demonstrating a strong commitment to mental health advocacy, trauma recovery, and improving systemic approaches in rehabilitation counseling. Additionally, Elaine is a licensed professional counselor associate (LPC-A), a board-certified counselor (NCC), and a licensed chemical dependency counselor-intern (LCDC-I).

Relevance of Disability to Lifespan Development

When integrating disability content into educational courses, it is essential to recognize that disability is not a singular experience but a holistic construct encompassing a broad range of categories, including mental health, substance use, intellectual and developmental disabilities, sensory impairments, physical disabilities, neurological conditions, chronic health issues, and speech/language disorders (Centers for Disease Control (CDC) n.d.; Olkin, 2012; Reif et al., 2023; World Health Organization (WHO), 2011). This multifaceted view allows educators to acknowledge the complexities individuals with disabilities face, both within their personal lives and in broader societal contexts (Yilmaz, 2023), underscoring the importance of approaching these issues from diverse perspectives. Considering this, it is essential to understand disability as an intersectional issue, influenced by various factors such as culture, socioeconomic status, gender, sexual orientation, and access to resources (Horner-Johnson, 2020). Consequently, integrating this understanding into course content becomes imperative for fostering a more comprehensive and inclusive educational environment.

In this context, engaging students in discussions about disparities in healthcare access for disabled individuals from marginalized communities can deepen students’ understanding of systemic inequality and foster empathy for diverse disability experiences. This is supported by Kleinert et al. (2020), who outlined how social inequalities contribute to the exclusion of students with disabilities in educational settings. Furthermore, understanding disability holistically means moving beyond a medical model of disability, which focuses solely on impairment and limitations, to embrace social and biopsychosocial models (Van der Kolk, 2015). The social model emphasizes that disability is a product of societal barriers and attitudes (Roche et al., 2020), while the biopsychosocial model recognizes the interplay between biological, psychological, and social factors in shaping the experience of disability (Yilmaz, 2023). This broader perspective allows educators to explore how ableism, discrimination, and inaccessible environments contribute to the marginalization of individuals with disabilities, thereby promoting a more nuanced understanding of the challenges they face (Timberlake, 2020). By incorporating readings and discussions that highlight these models, educators can encourage students to critically evaluate the assumptions and biases that perpetuate inequality.

To effectively address these pressing issues surrounding disability in human development, counselor educators must focus on several critical considerations. These considerations are fundamental for creating an inclusive and equitable learning environment that acknowledges the diverse experiences and needs of all humans. By deliberately integrating these principles into their teaching practices for lifespan development, counselor educators can foster a more supportive atmosphere that not only enhances understanding but also empowers students with disabilities.

Disability is a Reflection of a Variation in Human Development

Disability affects 1 in 4 Americans; it is misunderstood, but not rare. Historically, disability has been framed through a medical or deficit lens or seen as an aberration in human development. However, we propose that disability be considered as a reflection of a natural variation in human development. This framing shifts the understanding of disability away from a deficit-based model (i.e., something “wrong” with an individual). Instead, it recognizes disability as part of the natural spectrum of human diversity. In this view, disability is not abnormal—it is a form of human variation (Wasserman & Aas, 2023). Like differences in height, language, or personality, variations in physical, cognitive, sensory, or emotional functioning are part of human development.

Disability arises not solely from impairments, but from the interaction between individuals and social, environmental, and structural barriers. Disability can be congenital or acquired at any stage of life. Adaptation and adjustment to disability are ongoing processes that can occur throughout the lifespan, rather than as a one-time event. Disability can be understood as a divergent path in human development, not lesser, but different. Societal responses, including inclusive education, employment opportunities, accessibility, and relevant policies, primarily shape the impact of disability on life outcomes. Inclusive development acknowledges that people develop in diverse ways, and systems should be flexible and supportive enough to accommodate that diversity. People with disabilities have the same rights and dignity as everyone else.

Disability Intersects With Developmental Theories

In a lifespan course, it is expected that developmental theories are explored and discussed. Disability intersects with developmental theories, and disability should be addressed as a natural part of these developmental theories. Many traditional theories were built on assumptions of normative development and have excluded or inadequately addressed disability. Contemporary approaches and critiques advocate for more inclusive, flexible, and contextual models (Smart, 2019; Zheng & Tager-Flusberg, 2023). Understanding disability through developmental theories necessitates rethinking the concepts of linearity, normalcy, and uniformity in growth. The intersection of disability and development is best captured by theories that value diversity, environment, and social participation. This section will discuss the most common developmental theories and their relationship to disability.

Piaget’s Cognitive Development Theory

Piaget (1952) proposed stages of cognitive development (i.e., sensorimotor, preoperational, concrete operational, formal operational) that all children pass through in a fixed order. However, this may not be the case for children with disabilities. Children with cognitive or intellectual disabilities may develop differently or not follow the linear stage model of development. The theory may pathologize deviation from the “norm,” failing to recognize alternate learning trajectories. Just because a child does not go through all four stages of cognitive development does not mean they are “abnormal”. Critics argue Piaget underemphasized environmental and social supports that can aid diverse learners (Babakr et al., 2019). Children with disabilities often receive many support services that help in their development and may allow them to “catch up” if they fall behind in the cognitive development stages. Piaget may not have accounted for accommodations when examining how children approach learning, and these factors need to be taken into consideration when discussing cognitive development and children with disabilities.

Vygotsky’s Sociocultural Theory

Vygotsky (1978) emphasized the role of social interaction and cultural tools in the learning process. The concept of the zone of proximal development (ZPD) highlights the potential for growth with appropriate support. Vygotsky viewed disability as a social phenomenon, not just a biological limitation. He believed that with scaffolding and mediated learning, children with disabilities can develop skills and participate meaningfully. This theory supports inclusive education and individualized approaches based on strengths.

Erikson’s Psychosocial Development Theory

Erikson (1950) proposed eight stages of psychosocial development across the lifespan, with each stage representing a developmental task (e.g., trust vs. mistrust, identity vs. role confusion, generativity vs. stagnation). Disability can shape how individuals experience each stage (e.g., autonomy may be restricted by environmental or attitudinal barriers). Societal stigma or overprotection can delay or complicate the achievement of psychosocial milestones for individuals with disabilities. A person with a disability might navigate these tasks in nonlinear or alternative ways, which the model does not account for well. An individual with a disability may end up achieving the less desirable outcome of one or more stages, due to a lack of socialization, inclusion, proper education, and/or poverty.

Bronfenbrenner’s Ecological Systems Theory

Brofenbrenner’s (1979) theory emphasized that multiple environmental systems, including the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, influence development. By highlighting the interplay between individuals and their environments, this theory provides a useful framework for understanding disability. Disability is not viewed as an individual issue but as one shaped by social supports, policies, family dynamics, and cultural attitudes. This theory advocates for systemic change to improve developmental outcomes for individuals with disabilities.

Individuals Move In and Out of Disability Across the Lifespan

The idea that people move in and out of disability emphasizes that disability is a universal and dynamic experience, not a fixed category. Understanding this fluidity is essential for designing inclusive policies, environments, and attitudes that support all individuals, regardless of their level of ability at any point in life. Judy Heumann referred to non-disabled individuals as temporarily able-bodied, because anyone can join the disability community at any time (Heumann, 2020). Disability is not a fixed or permanent identity for all individuals. Instead, it can be temporary (e.g., recovering from injury), progressive (e.g., degenerative conditions like multiple sclerosis), intermittent (e.g., mental health conditions, epilepsy), acquired (e.g., due to accidents, illness, or aging), or fluctuating based on context or access to support (e.g., someone with low vision might experience more difficulty in poorly lit environments). World Health Organization (2011) data shows that nearly everyone will experience some form of disability at some point in their lives, especially as life expectancy increases.

Infusing Disability Into a Lifespan Development Course

The purpose of this article is not to turn all counselors into rehabilitation counselors or to ask instructors to completely revise their course to include disability. Instead, we will focus on how to easily integrate disability into existing course content and encourage instructors to consider adding disability-specific assignments to their courses.

Lecture Content

Lifespan development is a course that can easily incorporate considerations of disability across the lifespan. Seamlessly integrating disability content in the course affirms to students and faculty alike that disability is a regular part of life and can be addressed as a difference and a strength, rather than a deficit or problem to be solved. Here we provide some lecture topics that can be included in the lifespan course.

Congenital vs. Acquired Disabilities

Across the lifespan, instructors can present information to students about the differences between congenital disabilities (present at birth) and acquired disabilities (onset of the disability happens after birth), providing examples of these different types of disability. When discussing congenital disabilities, discuss prenatal factors that can lead to a congenital disability, such as parental behaviors during pregnancy (e.g., smoking, alcohol, illicit substances), exposure of the mother to environmental toxins (e.g., radiation, lead), pre-existing health conditions or infections of the mother, and birth complications (CDC, n.d.-a). This can include a discussion about developmental delays indicative of specific disabilities, such as Down syndrome, autism spectrum disorder, and intellectual disabilities. This conversation should be revisited at each developmental stage to discuss how congenital versus acquired disabilities can present in that stage and how they may impact the successful completion of the stage.

Early Intervention Services and Collaboration With Other Service Providers

Many children with disabilities benefit from early intervention services to mitigate the impact of their disability on life activities, such as speaking, hearing, walking, and communicating. Early intervention is the term used to describe the services and supports available to babies and young children with developmental delays and disabilities, as well as their families (CDC, n.d.-b). It may include physical therapy, occupational therapy, speech therapy, play therapy, and mental health counseling. Lecture content could cover the disabilities primarily served by early intervention services, as well as how to collaborate with potential service providers.

This lecture could also include an overview of play therapy, detailing what that modality entails and its practical application to young children with disabilities. Some helpful videos on YouTube provide information about play therapy. “Play Therapy Works” (Association for Play Therapy, 2011) provides a valuable overview of play therapy. “How Play Therapy Helps Children Communicate” (University of Central Florida, 2022) discusses the benefits of play therapy for communication for children with disabilities. Finally, “Playing with Toys” (Real Look Autism, 2011) provides a real-life demonstration of a play therapy session with a young child with autism.

This topic could also be enhanced with the addition of guest speakers. It could be beneficial to bring in a panel of service providers who work in early intervention services, such as an early childhood special education teacher, a pediatric physical therapist, an occupational therapist, a speech-language pathologist, and a play therapist. Each provider could share their approach and how they work with young children with disabilities. Students should also prepare questions to ask the panel members beforehand.

Additionally, there should be discussions around legislation that impacts children with disabilities, such as the Individuals with Disabilities Education Act (IDEA). IDEA was passed in 2004 and is a United States federal law that ensures students with disabilities receive a free, appropriate public education tailored to their individual needs. IDEA also mandates that students with disabilities have an individualized education plan (IEP), a written plan developed by a team of educators, parents, and sometimes the student, outlining their specific educational goals and how they will be achieved. IDEA mandates that schools provide appropriate special education and related services to eligible students, including services such as speech therapy, occupational therapy, and assistive technology (U.S. Department of Education, n.d.-a). Counselors may play a role on an IEP team for a child or youth with disabilities. If a student with a disability does not qualify for an Individualized Education Program (IEP), they may still qualify for a 504 plan. A 504 plan is a written plan outlining accommodations and services to help students with disabilities access education on an equal footing with their peers. It is a civil rights law designed to ensure students with disabilities receive a free, appropriate public education. The plan is tailored to the individual student’s needs and may include adjustments to the learning environment, teaching methods, or access to support services (U.S. Department of Education, n.d.-b).

Adolescence and Disability

Several significant milestones and experiences of adolescence may be impacted by disability. This includes puberty, self-concept, and peer relationships. Puberty typically occurs between the ages of 8 and 14 in females and 9 and 15 in males, but it can vary widely (National Library of Medicine, n.d.). It is a typical and necessary part of human development. While people with disabilities generally experience puberty on a similar timeline as people without disabilities, some people with disabilities experience puberty earlier or later than people without disabilities (Sellers, 2022). Given the high rates of violence and abuse experienced by people with disabilities (U.S. Bureau of Justice Statistics, 2021), counselors should approach discussions about personal care and hygiene with trauma-informed strategies. Counseling around self-care and hygiene may need to be more explicit to help adolescents create suitable support plans. Some adaptive clothing brands now offer undergarments that promote greater independence for individuals with disabilities. While these products can be costly, they can inspire budget-friendly DIY adaptations. To assist students in understanding more about adaptive clothing, they can research adaptive clothing lines and designers and bring a picture and explanation of the item to class for a small group discussion or share in an online discussion board.

Although forced sterilization is often viewed as a historical issue, the fight to protect the reproductive rights and bodily autonomy of people with disabilities continues today (National Women’s Law Center, 2022). Many young people with disabilities may feel unsafe discussing sensitive topics or asking essential questions. Clarifying the roles of trusted support staff, such as school nurses, can help ensure that students know where to turn for physical care assistance (Sellers, 2022). Instructors can bring in a guest speaker who is a nurse or other healthcare provider who works with adolescents and discuss how they approach critical health conversations with adolescents with disabilities. As an assignment, in small groups, students can create a presentation on a healthcare-related topic that is appropriate for adolescents with disabilities, such as puberty, menstruation, medications, or contraception. Work with a local community rehabilitation provider, local school, or inclusive postsecondary education program to present the created information to actual adolescents with disabilities.

The development of self-concept and identity is a crucial milestone during adolescence. For adolescents with disabilities, this development can be particularly challenging, as they may face social stigma, limited opportunities, and the impact of disability on their physical and cognitive abilities, all of which can negatively affect their self-perception (Ferro et al., 2023). Adolescents with disabilities may be at higher risk for mental health challenges, which can further impact their self-concept (Wei & Marder, 2011). Adolescents with disabilities should be taught to develop self-advocacy skills, enabling them to express their needs and preferences. Discuss the importance of understanding and teaching self-advocacy skills.

Peer relationships and friendships are an essential part of adolescence. Peer relationships play a vital role in the social and emotional growth of adolescents, but those with disabilities often encounter distinct challenges in building and sustaining these connections. Although they place just as much importance on friendships as their non-disabled peers, they may struggle with social isolation, rejection, or navigating social interactions because of their disabilities. Adolescents with disabilities may be excluded from peer groups due to differences in physical abilities, communication styles, or social skills. Challenges with social interaction, such as managing emotions, understanding social cues, or impulsivity, can make it more difficult to form and maintain friendships. Adolescents with disabilities are at a higher risk of experiencing peer victimization, including bullying, which can negatively impact their emotional well-being and social adjustment (Fang et al., 2022). Peers may perceive adolescents with disabilities differently, potentially leading to unequal treatment or exclusion, even if the adolescent with the disability does not perceive themselves as different. As an assignment, have students create an outline for a series of group counseling sessions for adolescents with disabilities targeting friendship, self-esteem, self-concept, and self-advocacy. Students should develop a lesson plan for each group session that includes goals and objectives. Students should also create visual aids and handouts to increase understanding and accessibility.

Aging Into Disability

Many people will age into disability later in life, if they do not already have one. Middle and older adulthood is often marked by the onset of chronic health conditions, which may co-occur with or lead to disabilities. Emphasize that disability rates increase with age (U.S. Bureau of Labor Statistics, 2018). For example, older adults may experience disabilities due to conditions like arthritis, heart disease, diabetes, vision and hearing loss, and neurodegenerative diseases like Alzheimer’s or Parkinson’s. Discuss how neurodegenerative conditions, such as Alzheimer’s or Parkinson’s, might affect cognitive function in middle and older adulthood. These diseases can have significant implications for individuals who are already living with a disability, adding another layer of complexity to their mental and functional capabilities. Middle and older adulthood is when individuals reassess their lives, often through the lens of Erikson’s generativity versus stagnation. Individuals with disabilities may grapple with questions about their self-worth, especially if their disability impacts their career, relationships, or physical abilities (Livneh & Martz, 2016). Discuss how disability might shape the experience of generativity and the desire to contribute to future generations (e.g., through mentorship, creative work, or raising children). An individual with a disability might feel the need to be an advocate for disability rights or find ways to contribute despite limitations. Older people with disabilities may experience increased social isolation due to mobility challenges, communication barriers, or stigma. Discuss the importance of social support systems in this context and how support from family, friends, and peers can help individuals with disabilities maintain social connectedness and mental well-being. It is crucial to address how different cultures view aging and disability, and how these views shape how older adults with disabilities experience the aging process, including their decisions regarding healthcare, end-of-life choices, and family involvement (Kwak & Haley, 2005).

Classroom and Online Discussion

Course content and student engagement can occur in various ways, both in person through classroom discussion and virtually via discussion boards in a learning management system such as Blackboard or Canvas. Here we provide some suggestions for discussion prompts to be included in the lifespan course.

Identity

As you reflect on your growth and development, consider the various roles you have integrated to form your identity (e.g., student, family member, friend, community member, employee, partner). How would you define/describe your identity? What inspires you to embrace your beliefs and values (e.g., role models, membership in a particular community)? What pressures make it challenging to define your personality and experiences? How might these aspects of your identity differ if you had a disability?

Theories of Human Development

How might you utilize your knowledge of human growth and development with individuals with disabilities? How can the different theories about human development integrate with disability? In what ways could they be more inclusive? Which developmental theory described in the textbook do you think will be particularly useful in your work with persons with disabilities? How do you think it will be helpful?

Prenatal Through Childhood Development

Whether you work with children, their parents, and teachers, or adults, the most essential tool at your disposal is you, the counselor. Developing self-awareness is a crucial process that all counselors must actively engage in. Considering what you know about brain plasticity, as well as your own coping strategies and behavior patterns, explain how your understanding of brain development and function can enhance your self-awareness and improve your ability to understand and support clients with disabilities.

Adolescence

Recall your own adolescence. What was the greatest challenge for you? What was the most significant source of joy for you during this stage of life? Who or what had a substantial impact on your passage through adolescence? How different would this experience have been if you had a disability? Now, wearing your counselor hat, what challenges might your adolescent clients with disabilities experience? What approach would you take to help them overcome those challenges? What would you do to help them prepare for the transition to leaving high school?

Young Adults

Choose a disability type (i.e. mobility impairment, autism, intellectual/developmental disability, deafness, blind/low vision, learning disability). How might the limitations imposed by that type of disability impact on the developmental and social tasks typical of the young adult life stage?

Middle Adulthood

On pages 146-147 of the Sales (2015) text, the author lists 12 recommendations to facilitate successful therapeutic outcomes when working with clients dealing with midlife issues. What three recommendations do you believe would be the most important in your practice as a counselor? Is there anything that you would add to or take away from the list? If so, please explain.

Older Adulthood—Dying with Dignity

Dying with dignity is a central theme in this week’s reading (see Chochinov, 2013; Death with Dignity National Center, 2023; Ganzini et al., 2008). Thinking about your life and those close to you, discuss the option you might like to pursue if you were at this life stage. Include the beliefs of your culture and religion. How would these beliefs impact clients with disabilities with whom you work?

Activities

Here, we provide some ideas for activities to be included in the lifespan course. These are suitable for both in-person and online course delivery.

Ted Talk Discussion

Provide students with the TED Talk titled “What is the most important influence in child development?” (Weisner, 2016). This talk can be watched together as a class or assigned as homework. Provide students with the flexibility to respond in various ways, including a short reflection paper, a video response, a class discussion, or an online discussion board. Students should address this question in their response: How and in what ways might understanding the contextual factors surrounding clients’ experiences growing up with a disability shape the provision of support and services?

Sue Kroeger Reflection

Direct students to read the narrative of Sue Kroeger in the Sales (2015) text, where she discusses her experiences with school, religion, medical services, work, relationships, marriage, and parenting as a person with a disability. In a brief reflection paper, students should describe one or two key highlights from their narrative that inform their decision to pursue a career in counseling. How might these highlights influence their perception of and knowledge about people with disabilities?

Assignments

Assignments are a critical part of a course, and here we provide some options for assignments that can incorporate disability into understanding the lifespan development of individuals.

Literature Review Paper

Typically, a lifespan development class will include a stage of life assignment. We suggest a modification to that assignment (or inclusion if not already part of the class) using the following structure. Divide the class into five groups to cover the major developmental stages: (1) prenatal through childhood, (2) adolescence, (3) early adulthood, (4) middle adulthood, and (5) later adulthood. Each group will collaborate to research and write on the developmental stage they selected as it relates to counseling, with the additional application of disability considerations. The purpose of this learning activity is to increase students’ knowledge of physical, emotional, moral, and cognitive development during the chosen period and its impact on disability. In addition to including a description of the development stage, including physical, emotional, moral, cultural, and cognitive development, the following elements should also be addressed within the literature review:

  • The interaction of the developmental stage and disability

  • The physical, emotional, moral, and cognitive development of individuals in selected life stages, including how an individual at the life stage is impacted by disability.

  • Ethnic/cultural differences, as well as how individuals are impacted by crisis, disaster, and other traumas in the developmental stage.

Lifespan History Interview Report

For this assignment, students should select an adult (preferably an elder) who self-identifies as having a disability to interview. Students should explain to this individual that they would like to ask them questions about their physical, emotional, moral, and intellectual development across their lifespan. In a nutshell, they would like to ‘hear their life story.’ The instructor can provide basic questions to guide the interview, or these can be brainstormed as a class activity. Consider any accommodations that may need to be arranged for the interview. Assure the interviewee that while their history/story will be shared with the class, confidentiality will be maintained by changing their name and refraining from sharing identifying information, if they wish you to do so. Students should allow two to three uninterrupted hours to listen, while taking notes or audio recording (with permission) the interview. Students should be encouraged to keep their contributions to the interview brief and question-oriented, relax, and listen. The resultant lifespan history will be shared by either writing a paper that is two to three pages in length (double-spaced) or by creating a 15 to 20-slide PowerPoint presentation to post in Canvas.

Analyzing Media

The purpose of this activity is to develop students’ critical thinking skills about the intersection of disability and lifespan development in media. By engaging in this analysis, students will gain an understanding of how media shapes perceptions of disability at different life stages and the importance of advocating for more nuanced and authentic representations. Students should be prepared with lecture content or selected readings to consider the impact of disability media representation (see Davis & Thibedeau Boyd, 2017; Grue, 2016).

For this activity, students will select a media representation of a person with a disability from a movie, TV show, or advertisement. The chosen character should be analyzed within the context of their lifespan stage (e.g., childhood, adolescence, adulthood, aging) and how their disability is portrayed at that stage. Students will be asked to consider the following questions:

  • How does the character’s disability interact with their stage of life? Are their experiences depicted in a developmentally appropriate way?

  • How much autonomy does the character have? Are they portrayed as overly dependent, or do they have access to suitable accommodations that support their independence?

  • How do family, friends, caregivers, or society treat the character based on their disability and life stage? Are they included in work, school, with friends, and family?

  • Does the media reinforce stereotypes?

After analyzing the media, students will write a reflection and participate in a class discussion addressing the following areas: (a) whether the portrayal is realistic and developmentally appropriate, (b) how it might shape public perceptions of disability across different stages, and (c) changes that could improve the representation to be more inclusive and accurate.

In an online class, students can complete this activity by selecting a media representation of disability and posting their analysis in a discussion forum or submitting a written reflection. They can also engage in peer responses, comparing different portrayals and discussing how media influences societal attitudes toward disability and individual lifespan development. Additionally, instructors can facilitate a live or recorded video discussion where students share their findings and brainstorm ways the media could better represent individuals with disabilities more inclusively and authentically.

Lifespan and Disability Advocacy Project

The purpose of this project is to empower students to become advocates and help students develop a deeper, more personal understanding of disability issues. It encourages students to critically examine disability-related issues within a developmental context, fostering advocacy skills and promoting personal reflection. By engaging in this project, students will gain a deeper understanding of the diverse experiences of individuals with disabilities across the lifespan and the importance of inclusive policies and practices.

For this activity, students will work in groups to design a campaign or project that addresses a disability-related issue through the lens of lifespan development. Topics should focus on how disability affects individuals at different stages of life, such as:

  • Early childhood: Access to early intervention services and inclusive play spaces

  • School-age years: The importance of inclusive education and peer relationships

  • Adolescence: Navigating independence, self-advocacy, and social identity

  • Adulthood: Employment accessibility, independent living, and healthcare access

  • Aging: Disability and aging, long-term care, and social inclusion in later life

Each group will research their chosen issue, identify key challenges specific to that stage of life, and propose solutions or awareness strategies. Their projects can take various forms, such as social media campaigns, informational brochures, short videos, or advocacy initiatives. Groups will then present their projects to the class.

In addition to the group project, students will maintain a personal reflection journal throughout the course. In this journal, they will examine their own biases, experiences, and changing perspectives on disability. They will respond to the following prompts: “What assumptions did I have about disability at different life stages before this course, and how have they changed?” and “How can I apply what I’ve learned to promote inclusion for people with disabilities at all ages in my community?”

In an online class, this activity can be adapted by having students collaborate through virtual discussion boards or recordings. Groups can utilize platforms like Canva or PowerPoint to create their digital campaigns or presentations. Once they share their projects, classmates can provide feedback and engage in discussions about the issues presented. The reflection journals can be shared directly with the instructor.

Resources

The following are suggested readings within a lifespan course to provide general and specific disability context to students.

Course Readings

  • Atkins, K. M., et al. (2023). Recognizing ableism and practicing disability humility: Conceptualizing disability across the lifespan

  • Barker, R. N., et al. (2009). The relationship between quality of life and disability across the lifespan for people with spinal cord injury

  • Brown, R. I., et al. (2015). Quality of life and social inclusion across the lifespan: Challenges and recommendations

  • Heller, T. (2008). Report of the state of the science in aging with developmental disabilities: charting lifespan trajectories and supportive environments for healthy community living symposium

  • Infurna, F. J., & Wiest, M. (2018). *The effect of disability onset across the adult life span *

  • Kattari, S. K., et al. (2017). Applying a social model of disability across the life span

  • Kerstein, S. J. (2017). Dignity, disability, and lifespan

  • Molton, I. R., & Jensen, M. P. (2010). Aging and disability: biopsychosocial perspectives

  • Patel, D. R., et al. (2010). Developmental disabilities across the lifespan

  • Rodby-Bousquet, E., & Peterson, M. D.(2023). Adults with childhood onset disabilities: A lifespan approach

  • Roebroeck, M. E., et al. (2009). Adult outcomes and lifespan issues for people with childhood-onset physical disability

Textbooks

  • Sales, A., & Brodwin, M. G. (2015). Human growth and development considerations in rehabilitation counseling (2nd ed.)

  • Smart, J. F. (2019). Disability across the developmental lifespan: An introduction for the helping professions

  • Strnadová, I., & Cumming, T. M. (2016). Lifespan transitions and disability: A holistic perspective

Instructor Resources

University of Washington Institute on Human Development & Disability

This is a great resource for students who want to learn more about intellectual and developmental disabilities and neurodevelopmental and related disabilities in all aspects of life throughout the lifespan.

JK Lifespan Development Lab

Based in the psychology department at Virginia Tech University, this lab studies risk and protective factors that are related to children’s and adolescents’ physical and mental health. This site would be useful for students or educators who have an interest in the neurobehavioral and psychosocial predictors of health risk behaviors from adolescence to young adulthood

APA Division 20

Division of the APA that uses the overarching framework of the Lifespan Developmental Approach to understand human development from conception to death. This website would be useful for students and educators who are interested in theoretical and conceptual approaches to lifespan psychology in the areas of mental health, developmental disabilities, neurogenerative disorders, cognitive aging and epigenetics.

Administration for Community Living: Resources for Healthy Aging with a Disability

This website provides resources, services, and supports to older adults and people with disabilities.

National Center of Health, Physical Activity, and Disability (NCHPAD)

This site offers resources to make health programs more inclusive of people with disabilities.

The Lifespan Guides

These guides provide families with realistic, actionable information that enables them to make informed decisions as their child grows.