Incorporating a Disability Lens Within Group Counseling Curriculum

Group work has entered the mainstream of counseling practice. Increasingly, group interventions have been found to result in powerful and impactful experiences that facilitate the pursuit of their members’ various life goals (Burlingame et al., 2004). Recognizing that the success of the group experience is tied directly to the skills and abilities of the facilitator(s), Council on the Accreditation of Counseling and Related Educational Programs (CACREP) in 1986 included group counseling as one of the eight core content areas that represent the foundational knowledge that all counselor education programs must address (Bobby, 2013). While group counseling has remained a foundational content area over multiple standard revisions, the individual standards within that content area have seen many changes. One of the changes included adding training on how to ethically and effectively lead groups made up of people from diverse backgrounds. Unfortunately, until recently, very little content in counselor education programs has specifically addressed disability as a part of diversity, even in multicultural courses (Deroche, 2016; Feather & Carlson, 2019; Oskuz & Brubaker, 2020; Rivas & Hill, 2023). The absence of disability content in group counseling courses is alarming, as counselors often feel ill-equipped to facilitate groups that include members with disabilities (Rivas & Hill, 2018). The issue has only become more problematic over time as groups have become an increasingly popular modality and as people with disabilities have increasingly sought out services, including group counseling services, in the same integrated settings as their non-disabled peers. Fortunately, as a result of the merger between CACREP and the Council on Rehabilitation Education (CORE), the 2023 standard revisions included additional content in disability across all of the core content areas, including group counseling (CACREP, 2024). The purpose of this article is to briefly review the importance of incorporating disability concepts into the group counseling curriculum and to offer specific guidance on how to incorporate this content into group coursework.

Positionality Statement

The authors are a diverse group of counselor educators, including two white, one Pacific Asian and one Latino individual. Several of us have disabilities, none of which seriously impact our day-to-day functioning. Several of us have friends and family with significant disabilities. We all identify as cisgender and have members that identify as both male and female. As a group, we are all middle-aged or older and include both employed and retired individuals. Our collective experience with group work includes many years of clinical work, group facilitation of many different types of groups, and both didactic and experiential classroom instruction. Our perspective on incorporating disability into the group counseling curriculum derives from extensive our collective experiences in facilitating groups that have included individuals with serious mental illness (SMI), divorce adjustment, traumatic brain injury (TBI), spinal cord injury (SCI), intellectual and developmental disabilities (I/DD), orthopedic disabilities, and polytrauma. We have all facilitated academic experiential groups that include students with a variety of other disabilities, as well.

Consequently, many of the perspectives represented in this article derive from our shared experiences of observing and facilitating these groups and feedback from group members about the experience of participating in a group (a) as a person with a disability or (b) with members who have disabilities. Additionally, the authors share identities as rehabilitation counselors and disability advocates, and place a high value on social justice, respecting the rights of all individuals to exercise their personal power and autonomous decision-making. As a group, we all believe that group counseling and psychotherapy is a powerful and impactful modality, and we believe the experiences that derive from the shared perspectives of diverse individuals in a group are unique and valuable mechanisms for personal growth.

Relevance of Disability to Group Counseling: The Need for Disability-Specific Group Facilitation Competencies

Disability as Diversity

Disability has historically been viewed as a deficit – an inability to do all of the things that a “normal” person can do. Viewed from the traditional medical model, disability occurs as the result of sickness, injury, or genetic abnormality and consequently the goal is to either “fix” the disability through medical intervention or provide an environment with scaled-down expectations and caregiving sufficient to ensure a comfortable and humane existence (Smart, 2025). This view of disability persists today in many settings and is still prevalent in the general public’s perception of disability. In the eyes of many, this sets disability apart from other areas of diversity, where the reasons for limited opportunities in life are seen as emanating from societal attitudes and discrimination rather than having a biological basis. Consequently, discussions about diversity often exclude disability. Increasingly, however, disability has also become recognized as a social construct. The social model of disability, now generally adhered to by the disability community and its allies, sees disability as part of the natural variability that occurs among any population. In the social model, disability is seen as the result of attitudes, barriers, and policies that fail to create environments that support all people, including those with disabilities. The goal in the social model is the removal of those barriers and a change in attitudes and policies that inhibit full inclusion (Lawson & Beckett, 2021; Smart, 2025).

The many similarities in the experiences of people with disabilities and those identifying with other devalued and oppressed groups gave rise to the minority model of disability, in which disability is seen as the result of ableist stigmatization, oppression, and discrimination (Smart, 2025). From a minority perspective, disability is seen as a human rights issue, with advocacy for institutional and systemic changes that ensure full participation becomes the goal (Lawson & Beckett, 2021). Despite these changing views of disability, the counseling profession has lagged in ensuring that counselors are fully prepared with the knowledge and skills needed to provide services that optimize opportunity and validate the lived experiences of their clients with disabilities (Yilmaz, 2024). This lack of preparation is problematic for multiple reasons, discussed below.

Do No Harm

Although every counselor learns in their ethics coursework the importance of doing no harm–the ethical principle of nonmaleficence, lack of competency in providing services to their clients with disabilities can be harmful in a variety of ways. Deroche (2016) observed that counselors who lack knowledge, skills, and self-awareness regarding disability have the potential to further stigmatize their clients with disabilities through these deficiencies. Among others, they observe that potential harms may result when incompetent counselors: (a) focusing solely on the disability, even though it often is not the client’s primary concern; (d) lacking a sufficient understanding of the day-to-day experiences of people with disabilities and so misinterpreting or invalidating the client’s lived experiences; (c) viewing disability from a deficit perspective and consequently devaluing the individual by communicating pity; and (d) viewing disability as tragedy and/or failing to grasp the concept of disability as a positive identity. Such harms may be magnified in group settings, where members often take their cues from the modeled behavior of the facilitator and where lack of competence by the facilitator allows members’ misconceptions and fears about a disabled group member may go unaddressed. Additionally, members with disabilities may be scapegoated or isolated, leading to feeling attacked or excluded. Facilitators who lack self-awareness about the experiences of bullying, abuse, and social isolation that are an all-too-common part of the histories of people with disabilities may underestimate the impact of such behaviors within the group and fail to address them. This lack of awareness may also lead those with nonapparent disabilities from disclosing in the group for fear of being psychologically compromised. In situations such as these, group facilitators who lack training, knowledge and skill development in serving clients with disabilities are at risk of violating nonmaleficence.

Ethical Obligations

In their book, Group Work with Persons with Disabilities, Bauman and Shaw (2016) included an entire chapter on the ethical obligation of group facilitators to develop competencies in working with clients with disabilities. They observed that many counseling codes of ethics and guidelines for practice include specific guidance on the ethical provision of services to persons with disabilities. These include the American Counseling Association’s (ACA) Code of Ethics (ACA, 2014), the Commission on Rehabilitation Counselor Certification’s (CRCC) Code of Professional Ethics for Rehabilitation Counselors (CRCC, 2023), the Association for Specialists in Group Work’s (ASGW) Best Practice Guidelines (McCarthy et al., 2021), and the ASGW Multicultural and Social Justice Competence Principles for Group Workers (Singh et al., 2012). While helpful, several of these codes/guidelines narrow their focus to only one counseling discipline. Yet, those written more broadly for all disciplines provide limited guidance for group facilitators. Adding to the guidance available to counselors from all specialties, the Disability-Related Competencies were developed by a task force of the American Rehabilitation Counseling Association and endorsed by ACA (Chapin et al., 2018). This document set out the competencies that all counselors were encouraged to acquire to adequately serve individuals with disabilities. The introduction to the competencies includes a recommendation that “counselor training programs support the attainment of these competencies among all counselors in recognition of disability as a part of personal identity and cultural diversity and in affirmation of their professional commitment to social justice” (p.1). While the disability competencies do not specifically reference group counseling, they are designed to apply to counselors of all specializations who may deliver services using multiple modalities and provide comprehensive guidelines for the development of these competencies.

Group Counseling and Ethical Group Facilitation

Group facilitators who lack disability knowledge, awareness, and/or skills are at risk of multiple ethical violations. For example, a group facilitator who assumes that a member with a cognitive disability may be incapable of making valid decisions risks undermining the client’s autonomy. Lack of knowledge about the legal rights of persons with disability substantially impairs the group facilitator’s ability to advocate or support the client’s self-advocacy and increases the risk of counselors themselves violating not only ethical standards, but the law itself. Lack of awareness of the need to identify and provide accommodations may result in communication breakdowns, damaging the counselor-client relationship, as well as group cohesiveness. Potential members may be wrongly screened out as too different or too disruptive if erroneous presumptions about disability are present, violating non-discrimination ethical standards. The use of exercises that limit full participation may leave members with disabilities feeling undervalued and isolated from the group experience. Facilitators who lapse in using inclusive practices breach the ethical standard of developing awareness and sensitivity to the needs of their diverse clientele. They also put at risk developing the competencies needed to ethically serve group members from diverse backgrounds. Lack of knowledge, skills, and awareness of disability directly violates this ethical imperative.

Disability in the Group Counseling Course

To ensure counselor education programs are producing disability-competent counselors, both the didactic content and the experiential components of the group counseling course must be infused with information and experiences that (a) ensure students with disabilities’ needs are addressed and (b) support counselors-in-training to obtain an understanding of the ways in which groups can become inclusive and positive experiences for members with disabilities. The remainder of this article will provide useful information on including disability content and experiences in the group counseling course, as well as resources useful to counselor educators in producing disability-competent group facilitators.

Infusing Disability into a Group Counseling Course

Lecture Content, Discussion, and Application

Content covered in the group counseling course typically begins with the history of group work followed by the formation of groups, stages of groups, and group dynamics. Also included is content specific to ethical and legal considerations, as well as the application of theoretical approaches and specific populations. The breadth of the course offers an abundance of opportunity to infuse disability. Exemplified below are three content areas in which to address this.

Historical Perspective of Group Counseling

A historical overview of group work is typically introduced at the start of a group counseling course. Students examine the evolution of group counseling beginning in the early 20th century, when it was mostly limited to institutions, following its growth into today’s more community-based practices. The overview often includes, but is not limited to, a timeline of key events and developments, shifts in populations served, professionalization of group counseling, and the rise of evidence-based practices. The history of group counseling for individuals with disabilities mirrors society’s evolving understanding of disability. In earlier decades, people with disabilities were often marginalized–viewed with pity, fear, or as charity cases–and excluded from therapeutic spaces. It was not until the mid-20th century, amid broader movements for social justice and inclusion, that group interventions began serving as platforms for empowerment and peer connection. Instructors can integrate disability-related content into the historical overview by highlighting how group counseling evolved alongside major milestones in the disability movement. For instance, the expansion of group counseling coincided with the emergence of the Disability Rights Movement. As advocacy for disability rights gained momentum during the 1960s and 1970s, culminating in significant legislation such as the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, group work similarly evolved from a medical model to a more empowering, person-centered approach. As such, the Disability Rights Movement facilitated the creation of support and psychoeducational groups that emphasized identity, self-advocacy, and peer connections. Group work evolved not merely as a tool for adjustment but to cultivate resilience, diminish stigma, and advance inclusion and social justice for individuals with disabilities ((Gladding, 2019). Below is a sample of how instructors can do this:

• Discuss institutional group counseling in the early 1900s, particularly among individuals with mental illness (e.g., schizophrenia) or physical disabilities like tuberculosis, which was widespread at the time. Emphasize how such groups often operated behind closed doors, reflecting societal discomfort with disability and the push to keep these individuals out of public view.

• Highlight the evolution of group counseling for veterans after WWI and WWII, when conditions like “shell shock” and “combat fatigue” (now recognized as PTSD) gained legitimacy. With many veterans also living with physical disabilities, this period helped illuminate the link between physical disability and mental health, influencing future group practices.

• Introduce the 1943 formation of the American Group Psychotherapy Association (AGPA) as a pivotal moment that legitimized group counseling and shifted the field away from traditional psychoanalysis and a strictly medically-oriented model. This change laid the foundation for person-centered approaches that emphasize advocacy and accessibility, principles that align with the values of the disability community.

• Present the explosion of human rights advocacy during the 1960s and 1970s that pushed for social justice, deinstitutionalization, and autonomy within the disability community. Then share the concurrent rise of self-help and peer-support groups that were intended to promote self-actualization and empowerment by strengthening the peer-to-peer versus professional-to-peer focus of group work.

Disability Topics in Group Counseling

Group counseling for individuals with disabilities provides a supportive space to address a wide range of psychological, social, and practical concerns that often accompany living with a disability. Sessions may focus on helping members adjust to newly acquired disabilities or long-term impairments, develop healthy coping strategies, and cultivate a strong sense of identity. Common group counseling topics include adjustment to disability, identity development, self-advocacy and disclosure, coping with stigma and discrimination, navigating interpersonal relationships, and preparing for independent living and vocational readiness. Other sessions may target issues such as grief and loss, chronic pain management, and building resilience in the face of daily challenges. Among these topics, adjustment to disability and disability identity are foundational to the emotional and psychological well-being of group members. Below is a sampling of two group sessions incorporating both important topics. The instructor describes to the students how these two sessions would look in content and structure and then requests their feedback about each session to promote a dialogue.

Topic 1: Adjustment to Disability. This session explores the emotional, psychological, and practical transitions individuals experience when living with a disability, especially following recent onset. Members may be dealing with stages of grief, loss of previous roles or identities, and uncertainty about the future. The goal is to foster emotional validation and build adaptive coping strategies. To support this exploration, the group session provides structured opportunities for self-reflection, sharing of lived experiences, and development of concrete skills for navigating change.

How the Group Session Would Look. The session opens with a brief check-in where members share a word or phrase that reflects how they feel. The facilitator then gives a short overview of the stages of adjustment to disability, such as denial, anger, and acceptance, drawing on Livneh and Antonak’s (2005) Psychosocial Adaptation to Chronic Illness and Disability Model (Appendix A). Members are invited into a group discussion with the prompt: “What’s been the hardest change to adjust to?” This encourages shared experiences and support. A short reflective writing activity follows, where members journal about a personal challenge and coping response, with the option to share. It is important that group facilitators identify and provide appropriate accommodations to ensure all members can participate equitably in group activities, such as reflective writing. For example, a participant may choose to share their reflections verbally, either with the group or privately with the facilitator, record their responses using a phone or tablet, or have a peer or the facilitator transcribe their spoken reflections, if needed. The facilitator introduces a simple cognitive reframing technique to help members shift unhelpful thoughts. The session ends with a closing round where each member shares one insight or strategy they are taking away.

Topic 2: Disability Identity. This session focuses on fostering a positive disability identity by helping members explore what it means to integrate disability into their self-concept in a way that promotes self-acceptance, pride, and belonging. Discussions may include disability as a cultural identity, internalized stigma, narratives of empowerment, and disability justice. The session is designed to guide members through personal reflection and creative expression, helping them articulate and affirm their evolving identities in a supportive group setting.

How the Group Session Would Look. The session begins with a warm icebreaker where members share a moment they felt proud of themselves related to their disability, shifting focus to strengths and resilience. The facilitator introduces key ideas from disability identity development models, such as Gill’s (1997; Appendix B) or Forber-Pratt and Zape’s (2017; Appendix C), to show how identity evolves through lived experience. The members then take part in a creative activity to promote self-reflection and expression, like a collage or “self-map,” to express how they see themselves, incorporating disability, values, relationships, and strengths. The group moves into a voluntary sharing circle, discussing their creations. The facilitator prompts reflection with questions such as, “How has your view of yourself changed?” or “What strengths have come from your experience?” The session closes with each member offering a personal affirmation or highlighting a strength in another member. This final round reinforces a sense of empowerment, mutual recognition, and continued self-discovery.

Accessibility in Group Counseling

Group counseling creates a space for growth, support, and connection. However, members with disabilities may encounter barriers that prohibit their full engagement and participation in this experience. To create more inclusive spaces, it is necessary for group facilitators to consider the accessibility needs of their group members. This involves designing inclusive environments, adapting facilitation methods, and addressing physical, communicative, and psychological barriers. The following section highlights practical examples the instructor can lecture about, showing students how to incorporate accessibility across logistics, member screening, and group session delivery.

Accessible Logistics.

Scenario. A community center hosts a grief support group that includes members with physical and sensory disabilities.

Application. The facilitator selects an ADA-compliant room with accessible restrooms, wide doorways, and adjustable seating. In addition, the materials are available in large print and digital formats and a sound amplifier is used for members with hearing loss.

Accessible Screening.

Scenario. A facilitator screens prospective members for a trauma recovery group.

Application. The screening process includes an intake interview that uses plain language and offers alternative formats (e.g., written, verbal, ASL). The facilitator asks about communication preferences, mobility needs, and any accommodation required for participation, ensuring the group is inclusive and supportive.

Accessible Group Session.

Scenario. During a virtual coping skills group for individuals with acquired brain injuries, one member experiences cognitive fatigue.

Application. The facilitator breaks activities into shorter segments, offers visual support and written summaries, and checks in frequently using simplified prompts. Sessions are recorded (with consent) for later review, promoting understanding and retention.

In each of these scenarios, the instructor stresses the importance for group facilitators to maintain an open and nonjudgmental perspective so clients with disabilities feel at ease to raise their concerns about accommodations or accessibility. Alongside this lecture can be a discussion about disclosure and the apprehension disabled individuals often feel about sharing their needs. Underscored here is the necessity for students to encourage open communication in groups but also let clients know they are in a disability-friendly environment where it is safe to share.

Activities

As disability content is integrated into the group counseling course, it is necessary to consider class activities that illustrate how students can create a more inclusive experience for clients with disabilities. By doing so, the student solidifies their belief in disability inclusion while learning what steps to take ethically. While there are numerous ways in which to incorporate disability-inclusive exercises, two classroom activities are presented here for demonstration purposes. From these activities, students witness firsthand how accommodations create better access for clients with disabilities to participate more fully in the group experience. These activities allow students to consider groups that are either disability exclusive or mixed with members with and without disabilities. The first classroom activity builds off of the accommodation lecture discussed earlier related to group logistics, while the second activity considers inclusive practices related to techniques within group sessions. The intent here is to reinforce the use of accommodations throughout all phases of group work (e.g. early, middle, late) to promote a viable disability mindset among the students when running groups in the future.

Activity #1: Group Logistics and Accommodations

Group formation and logistics are generally addressed early in the course before moving into a discussion of the group stages (i.e., initial, transition, working, and final stages). Inserting a disability-oriented activity here offers an early opportunity for students to recognize the significance of inclusion when first building a group from the ground up. The class begins with a typical lecture about group logistics that incorporates examples of how to consider clients with disabilities. For instance, when discussing the location of the group, built into the conversation is consideration of the environmental conditions and whether clients with various types of disabilities can access the space. Discussion may also cover accommodations needed if the space is not functional (e.g. moving furniture around, dimming the lights, selecting a more functional space, adjusting the temperature). It is here where the examples provided in the content section can come into play.

Following the class lecture, the instructor breaks the students into dyads, assigning a different scenario to each pair. In the scenario, students will be co-facilitating an eight-week group with an assigned topic (e.g. bullying, self-esteem, grief) and are asked to identify some of the logistics for this group. Also, provided in the scenario is a list of eight group members with brief demographics and background descriptions. Two of the group members have disabilities different from one another that are also different across the scenarios assigned to each dyad (e.g., Dyad 1 = spinal cord injury and autism, Dyad 2 = blindness and learning disability, Dyad 3 = fibromyalgia and PTSD). The variation in disability will stimulate students to widen their lens about the diverse accommodations available to meet the needs of their clients. Included with the scenario are directions telling the dyads to research and discuss logistical considerations, accounting for any potential accommodations needed. Students are encouraged to explore sites online such as Job Accommodation Network (https://askjan.org/) to come up with ideas. They must then come to an agreement as “co-facilitators” on what to implement into the group. Logistics under consideration are the location/space, day/time of the group, length of each session, and number of group sessions, as well as the size and structure of the sessions. Students are encouraged to include other ideas identified beyond the list of logistics provided.

Through a Google spreadsheet that labels each dyad by the type of logistic, students are asked to go into the spreadsheet to record each logistical decision for their group. Students are given approximately 20 minutes to work together in their dyads before reconvening for the larger group discussion. The spreadsheet is then displayed on a Smart Board for review and discussion. Each dyad is invited to share the rationale behind their decisions followed by peer feedback from their classmates. By using a round robin approach, each dyad is guaranteed the opportunity to share. Given the nature of the activity, ample time is necessary to ensure a full class discussion ensues, as such a minimum of 40 minutes is recommended for this activity. Should time be of concern, flipping the class with an online lecture about logistics will avail more time for the class activity. For programs where group counseling is taught online, a synchronous class using videoconferencing such as Zoom is recommended. The breakout rooms may be used for the dyads to work together before rejoining the main room for discussion. During the full discussion, the professor may share the screen with the Google spreadsheet for everyone to view.

Activity #2: Inclusive Techniques in Group Sessions

While the first classroom activity illustrates disability-inclusive practices early in the group process, the second activity on techniques accounts for the entire group process from beginning to end. One suitable location for this exercise is during the lecture on the application of counseling theory. This subject generally comes later in the course, after group exercises and group stages have been presented. After a lecture on theory, the instructor provides a side-by-side demonstration on the application of a selected theory into group counseling, first with and then without disability consideration. This is followed by a classroom activity.

For the demonstration, an example is offered here focusing on cognitive behavioral therapy, using reframing and roleplaying techniques. The instructor invites four or five students to demonstrate a group on spousal grief and loss. In the first scenario no members have a disability. After assigning roles, the instructor gives a reframing directive for group members to write down a positive attribute about another member who is struggling to form a new identity as a single person. Group members place their responses into a hat, followed by turn-taking to read the responses aloud. Based on each response, each group member describes how the attribute can become a part of the client’s new single identity. The client is given several potential ways of reframing their identity more constructively. At the conclusion of the first demonstration, the instructor discusses the importance of flexibility when applying theoretical approaches in group counseling to account for individual differences. Disability is stressed as one of the individual differences to consider. Continuing with the example above, the instructor introduces a modification to the scenario whereby the client now has a physical disability. Group members learn that the client’s spouse served as their personal care attendant (PCA) for years and is extremely nervous about an upcoming interview with a candidate interested in becoming their new PCA. Using another CBT technique, the instructor invites the client along with another group member to engage in a roleplay, simulating the interview. Once complete, other group members share their observations about the roleplay to ease the client’s anxiety while being sensitive to the client’s disability needs. Turning back to the class, students are asked to reflect on the two scenarios, determining whether the instructor was effective in modifying the CBT technique based on the needs of the clients between the two scenarios. For programs where group counseling is taught online, a synchronous class using videoconferencing is again recommended. The professor can conduct the two demonstrations live in the main room, having “group members” submit their responses privately in the chat box to the professor for the first demonstration. The professor can then read one response at a time, inviting group members to discuss. Alternatively, the professor may elect to pre-record the two roleplays on campus with student volunteers to later show as videos during the online class discussion.

At the conclusion of the demonstration, an activity is introduced that again involves two variations of a group session on self-esteem for a group composed of six members. In the first scenario none of the group members have a disability. In the second scenario two of the members have a disability, including one with a visual impairment and the other with dyslexia. The theoretical approach being utilized in this scenario is solution-focused therapy and the group is getting ready to engage in an activity related to the miracle question. The instructor displays the first scenario on the Smart Board, reading it aloud to the students. They are then divided into teams of four and asked to develop a miracle question activity fitting to the goal of the group session. Students are encouraged to think back to the class lecture about the use of activities and exercises in group counseling, blending the group topic (i.e., self-esteem) with solution-focused therapy. Once complete, the second scenario is revealed alongside the first one on the Smart Board, with the instructor reading it aloud. Students are directed to reevaluate the activity they developed for the first scenario and decide if it should remain the same or change; to consider any accommodations necessary to ensure full participation of all group members. For example, if a written exercise is used in the first scenario to ask the miracle question, students may recommend a large-print version for the person with a visual impairment or reading the question aloud for the client with dyslexia in the second scenario. Extra time for the activity might also be recommended to allow sufficient time for all group members to finish. Students are asked to justify their responses between the two scenarios. With the use of both a demonstration and activity, 45 minutes is recommended for processing and discussion. Like the first activity, it may be useful to flip the class, providing a recorded lecture about the use of theoretical approaches in group counseling to preserve class time for the demonstration and activity. For any online group counseling course, the breakout rooms via video conferencing can again be used for the teams to work on this activity before reconvening in the main room for a full class discussion.

Assignments

While activities provide one venue in which to solidify a student’s understanding about inclusive practices in group counseling, it is restricted to the confines of the classroom or virtual instruction space. Homework assignments, however, offer another way to heighten this awareness and insight by requiring students to dedicate significantly more time to the topic. The following assignments are designed to increase the student’s understanding of how group counseling settings can either promote inclusion or reinforce barriers for disabled individuals. Through group observation, reflective writing, and project-based learning, students explore how physical, communication, attitudinal, and systemic barriers influence group counseling experiences for disabled individuals. The assignments also encourage students to examine their own assumptions, biases, and areas for growth. Like the in-class activities, these assignments should be strategically placed throughout the entire semester to reinforce the students’ understanding of inclusive group practices. It will also cultivate their professional identity as a group facilitator who practices inclusivity on a consistent basis.

Assignment #1: Literature Review

Towards the beginning of the semester, students are invited to write a brief literature review exploring current research on group counseling with clients with disabilities. The purpose of the assignment is to increase students’ understanding of how disability is represented in group counseling practice, identify barriers and inclusive approaches, and recognize gaps in research and training through the exploration of peer-reviewed literature. Students may choose from one of these suggested topics or propose a topic with instructor approval: (a) group psychotherapy for clients with specific disabilities (e.g., intellectual disabilities, autism, traumatic brain injury, Deaf or hard of hearing, physical disabilities, psychiatric disabilities), (b) effectiveness of group therapy for disabled individuals,

(c) self-disclosure of disability in group counseling, (d) evidence-based group interventions for individuals with disabilities, (e) intersectionality in group counseling, (f) peer-led support groups for disabled individuals, and (g) counselor competencies in disability-inclusive group facilitation. Students are required to address the following guiding questions in 3-4 pages:

• What are the key findings from the literature related to the chosen topic?

• What obstacles to inclusion, access, or participation for disabled group members are described?

• What strategies or approaches support inclusive group work?

• What are the gaps in the literature or areas that require further research or development?

  • Students should end their review with three recommendations that will improve inclusive practices within group counseling.

Assignment #2: Accessibility Audit

For this assignment, students are encouraged to join a counseling or support group and complete a minimum of 10 hours of group participation over the course of the semester. The purpose of this assignment is to increase students’ awareness of the accessibility and inclusivity of group counseling settings through both direct participation and structured observations. The instructor should assist students in choosing a group in the community that matches their interests and offers opportunities for personal growth. In addition to engaging as a participant, students are also required to conduct an accessibility audit of the group counseling setting addressing the following areas: (a) physical accessibility (e.g., location, building access, meeting room layout), (b) website and promotional materials (e.g., clarity, inclusivity, accessible formats), (c) intake procedures (e.g., screening, registration, accommodation process), and (d) attitudinal or policy barriers (e.g., language used, assumptions about ability, inclusion of diverse needs). As part of the audit, students should also assess for any instances of ableism that occur within the group. If shortcomings are noted in the audit, at least three recommendations should be included on how the group can become more disability-friendly and non-ableist.

Assignment #3: Group Proposal

For this assignment, students will build on a group proposal project, which may already be part of the course curriculum. The primary aim of the group proposal is to help students learn how to plan and design effective group interventions by developing a group proposal for a 6-8 session psychoeducational or support group for a specific population. The foundational components of the proposal include: (a) purpose, goals, and target population; (b) group norms; (c) group format; and (d) session topics, content, and process. To deepen this work, students are now asked to enhance their proposals by incorporating disability-inclusive planning practices with two additional components:

• Accessibility: Describe how accessibility will be addressed across all phases of the group experience. This includes consideration of the physical space, sensory environment, communication modalities, and inclusive facilitation practices within group sessions.

• Accessibility Statement: Develop a brief accessibility statement to include in outreach materials or group welcome packet. The statement should acknowledge diverse access needs and affirm the group’s commitment to inclusion; invite participants to share access needs without requiring disclosure of disability; outline available accommodations, adaptations or supports; and provide a point of contact for access-related questions or requests.

The purpose of these added components is to help students design inclusive and accessible groups by intentionally centering the needs of disabled individuals in the planning process. Alternatively, students may choose to design a new group proposal specifically focused on a disability-related topic or for a population that centers disabled members. This option may be appropriate for students who want to explore group facilitation in disability-specific contexts.

Assignment #4: Reflection

Occurring later in the semester, students are asked to select one chapter from the course textbook or a specific lecture/topic covered in class. The purpose of the reflection assignment is for students to revisit course materials through a disability-inclusive lens. Students can choose a specific stage in group development (e.g., initial, transition, working, final) or a theoretical approach (e.g., psychoanalytic, cognitive behavioral, narrative). Based on their selection, students are instructed to write a two-page reflection on how disability was addressed (or absent) in the selected course material. Prompt questions are provided to guide the students’ reflection. If disability was addressed in the materials, students can respond to the following questions: (a) What assumptions did you have about disability prior to reading/viewing/hearing the selected material and did they change? If so, how? and (b) How does ableism show up in group dynamics or in the context of the topic you selected? If, however, disability was absent from the materials, students are asked to respond to the following questions instead: (a) How can disability be integrated into the materials? and (b) What are your concerns in facilitating inclusive groups and how can you overcome them?

Resources

Course Readings

Below is a list of recommended course readings to include as supplements to the traditional group counseling textbook. The items listed were selected because of their focus on diversity in group work as in the case of Ibrahim’s et al. (2018) book, but specifically disability as in the case of the Bauman and Shaw’s (2016) book and the book chapter by Ellis et al. (2014). The article by Conner et al. (2023) is also added as a contemporary read, offering insight on the perceptions of disabled individuals about psychotherapy (e.g., positive versus negative experiences, accessibility considerations, suggestions for improving mental health services). Although the focus of this article is on individual work, it has relevance to the group counseling setting as well.

• Bauman, S., & Shaw, L. (2016). Group work with persons with disabilities.

• Conner, K. J. et al. (2023). Psychotherapy experiences of U.S. adults with physical disabilities: Recommendations for affirmative practice.

• Ellis, S. K. et al. (2014). Group counseling services for persons with disabilities.

• Ibrahim, F. et al. (2018). Intentional group counseling: Best practices for a multicultural world.

Instructor Resources

In addition to the recommended readings, instructors can accentuate the course with disability-related resources that apply to group work. The following resources can be given to students for use when they facilitate groups in practicum and internship, and later on in their careers. Additionally, counselors should develop and periodically update a list of online and local support groups related to various disability considerations that can be shared with group members as needed. This list can incorporate both local and national resources. The resources are a combination of information helpful to counselors in facilitating inclusive groups and for clients in obtaining additional support.

Association of Professionals in Group Work

This website is designed as a resource for counselors, offering a broad range of information about group counseling, including podcasts, videos, webinars, etc. Although not disability specific, some of the information focuses more directly on social justice and diversity within group work, which has relevance to disability.

Care 365

This resource provides information about support groups including their benefits specific

to disability, and how to locate groups locally or online. It also distinguishes between disability-specific, condition-specific, and general disability groups. Guidance is provided on what to expect when attending a support group for the first time.

Inclusive Group Facilitation Strategies for All Abilities

This article, found in the archives of ACA’s Counseling Today, is written by a rehabilitation counselor conducting group work. It offers tips on how to run groups effectively with clients with disabilities. Suggestions are also included for specific disability groups.

Effective Practices for Counselling People with Disabilities and Disorders

This Canadian resource, by Alberta Alis, offers helpful tips when counseling clients with disabilities. It includes effective communication strategies to promote inclusivity.

Ultimate Care: Support Groups for People with Disabilities

This website provides an overview about support groups including their benefits specific to disability, the various types of support groups including peer groups, and how to locate groups online or locally.