This dissertation examines how disabled students and faculty access and navigate higher education through a rhetorical perspective. More specifically, this dissertation focuses on the tactics these disabled rhetors use to navigate encounters with academic ableism and what they can teach faculty about creating an accessible composition classroom. I begin by asking the following question: What is rhetorical about navigating spaces of ableism in academia and in the composition classroom? Of course, if we are to understand how disabled students and faculty navigate academia, it is imperative to first exemplify disabled voices. This idea is grounded in scholarship that places an emphasis on using lived experiences to tell disabled stories. With texts ranging from disability resource guides to personal anecdotes, social media posts, and autobiographical analysis, this project seeks to use these narratives as starting points for understanding what resistance against ableism can tell us about accessibility. My methodology analyzes these texts through close, textual analysis, ultimately employing a larger rhetorical methodology that seeks to examine these chosen narratives as acts of unconventional resistance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]