Research has shown the importance of diversity representation in education both in PK12 and in higher education, but disability and neurodiversity have often been left out of the DEI (Diversity, Equity, and Inclusion) conversations in higher education. Disabled and neurodivergent faculty members in higher education face barriers and stigma, and they respond to these inequities in a variety of ways. However, disabled and neurodivergent teacher education faculty members in higher education represent a gap in the existing literature. This narrative inquiry study explored the experiences of six neurodivergent and/or disabled teacher education faculty members in New York State colleges and universities using flexible-format interviews and artifact collection. Participant experiences were consistent with the existing literature, but a grounded theory analysis revealed a new theory of Disability-Reflective Pedagogy, which is a novel way of explaining how these educators use reflection to make connections between their embodied disability-related experiences and their own teaching practice, to the benefit of themselves and their students. Conclusions share directions for future research and practical implications in higher education and PK12. [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.]