ABSTRACT
This chapter focuses on an English teacher's experiences of teaching high school and college with a visible, physical disability. It begins by discussing the experiences as a high school English teacher and the daily disability lessons that my students learn about physical access and disability rights. The chapter discusses the perceptions and curiosity that adolescents have about disability. It describes the students' perceptions of having a professor who uses a wheelchair and their reported lack of exposure overall to teachers with disabilities throughout their schooling. The chapter focuses on the author's identity as a wheeler and educator and the importance of bringing disability perspectives into every classroom. It then discusses the concept of Universal Design (UD) and Universal Design for Learning (UDL). Students can learn a lot about disability, social justice, and inequity through encountering and examining inaccessible environments, even if they themselves do not have a disability.
