Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. "Methodology-21: What Do We Do in the Afterward?" "International Journal of Qualitative Studies in Education" 26 (6): 634-645; St. Pierre, E. A. 2009. "Afterword: Decentering Voice in Qualitative Inquiry." In "Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research," edited by A. Y. Jackson and L. A. Mazzei, 221-236. London: Routledge; St. Pierre, E. A. 2013. "The Posts Continue: Becoming." "International Journal of Qualitative Studies in Education" 26 (6): 646-657], research in disability studies for the past two decades has found "the potholes" [Miller, L., J. B. Whalley, and I. Stronach. 2012. "From Structuralism to Poststructuralism." In "Research Methods in the Social Sciences," edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape "included" disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.