The emergence of both disability studies and the new social studies of childhood has seen a new approach in the study of disability in childhood. The focus has shifted from an exploration of impairment to one that prioritises the social with disabled children themselves placed at the centre of the research. This article concentrates on disability studies and examines its influence on the research agenda and its impact on childhood research on disability. It also critically examines recent developments in disability theory and their usefulness for providing an understanding of the lives of disabled children. The article finishes with recommendations for future research in the area.