Values and Principles of Teaching Critical Disability Studies in a Physical Therapy Curriculum – Part 2: Pedagogical Imperatives and Teaching Innovations

In Part 1 of this two-part editorial, we focused on describing and discussing critical disability studies (CDS) and the values needed to lead and teach CDS scholarship in a non-CDS academic space, such as a physical therapy (PT) curriculum. To briefly summarize, we presented a four-point CDS value framework for a PT curriculum that focuses on (1) embracing and working from a CDS standpoint and that of other critical social science literature, (2) stating one's relationship to disability, (3) valuing the knowledge of disabled people or the lived experience of disability, and (4) learning from, and working in regular partnership with, disability rights communities and disability consumer–led organizations