This article reports findings from a study examining the ways in which disability is addressed and experienced in theological schools across North America. Despite numerous calls for addressing disability in theological curricula and providing a more inclusive environment for students with disabilities, a majority oftheological educators have indicated that their graduates receive relatively limited preparation to address disabilities in ministry. Moreover, many seminary students with disabilities face challenges regarding accommodation and support on campus. This article offers recommendations for strengthening the extent to which attention to disability permeates the theological curriculum.
Author(s): Naomi Annandale & Erik W. Carter
Journal: Theological Education