Educational psychologists (EPs) play a crucial role in supporting pedagogical practices for children and young people with disabilities. Additionally, they are key in assessing support needs, thus serving both as facilitators of educational practices and as gatekeepers in the allocation of support. In recent years, EP has gained significant prominence in global educational policy discussions, driven by the complexities of achieving educational inclusion, rising costs of special education, and a recognized crisis in the mental health and well-being of children and adolescents. This entry underscores the need to examine prevailing understandings of disabilities within the EP field. EPs, as powerful gatekeepers of educational resources, influence educational practices and decisions, impacting student well-being both directly and indirectly. In this entry, two overarching approaches to understanding disabilities within the field of educational psychology practice are unfolded, analyzed, and discussed: a primarily clinical approach and a primarily educational approach. Understanding these prevailing approaches is crucial for the further development of the EP field, as they significantly affect children and their families, educational practices, economic decisions, and broader educational policy.