The Disability Studies in Education (DSE) framework can support teachers as they develop inclusive lessons integrating diverse instructional texts. It promotes the concept that all learners can read, comprehend, and discuss complex texts and it can expand opportunities for students with disabilities to participate in the same learning contexts as their nondisabled peers. The purpose of this manuscript is to provide teachers with background on the theory of DSE and offer practical strategies for integrating the principles of DSE into literacy instruction. The authors use a vignette to describe one way to experience integrating DSE in a high school English Language Arts special education classroom.