In this article we assert the value of a socio-cultural reframing of science and dis/ability in education. We begin by problematizing current issues in education pertaining to the often-unquestioned concept of dis/ability and the impact that has upon research, theory, practice, and policy. As our topic is broad, we have chosen to focus upon four interconnected areas: (1) the historical mistrust of science and pseudo-science by people with dis/abilities; (2) the pervasive use of pseudo-science within the contemporary field of special education; (3) the use of dis/ability studies in education (DSE) to provide a contrast between a traditional positivist framing and a socio-cultural framing of dis/ability, and; (4) a brief exploration of what a DSE/socio-cultural grounding looks like for both schools and classroom teachers. In sum, our intention is to engage science educators to reject deficit-notions of dis/ability in favor of understanding it as part of human variation, and consider the personal and professional benefits of this shift.