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Disability is an important facet of diversity. Although diversity in clinical training in health service psychology has improved considerably, training often neglects accessibility and inclusion for individuals with sensory disabilities. The limited research to date documents that trainees with sensory disabilities (TSDs) report extensive barriers and are consistently underrepresented in clinical settings. Furthermore, few resources have been developed to guide accommodating TSD in clinical training. Accordingly, our goals in this article are twofold as follows: (a) to highlight the barriers in clinical training faced by TSD and (b) to provide recommendations for trainees, supervisors, clinical leadership, and directors of clinical training to improve accessibility and inclusion for TSD. We offer vignettes to illustrate barriers faced by TSD and suggest guidelines to improve access for TSD. [ABSTRACT FROM AUTHOR]

Assessment is critical to health service psychology and represents a core area of coverage during doctoral training. Despite this, training practices in assessment are understudied. Accordingly, this study utilized a national sampling of students (n = 534) enrolled in an American Psychological Association-accredited health service psychology doctoral program with substantive training in clinical or counseling psychology. We asked trainees to rate their competency for instruments in which they had training. We examined trends in training experiences, including both theory-based education and applied clinical opportunities, and explored differences in instrument training trends across program type (PhD/PsyD) and program discipline (clinical/counseling). Results of this study suggest a general convergence with professional practice trends in terms of instrument coverage, less clinical training, and exposure compared with didactic methods and generally small differences across program type and discipline in perceived competence and instrument exposure. Implications for training and education in psychological assessment are discussed. [ABSTRACT FROM AUTHOR]