Serious consideration of disability in the major social theories is a relatively new development. Feminism, critical race, and queer studies have rigorously grappled with issues of embodiment and social justice. These perspectives greatly enhance pedagogy and learning. However, the embodied experience of disability has not been a traditional topic for pedagogy and praxis. People with disabilities still fight for a place at the table in academe. The disability perspective promises new insights for critical pedagogy. Disability is not just another specialty with concerns loosely related to other minorities. The experience of disability is relevant to all marginalized groups--for all groups have people with disabilities in them. The persistent irony is that the experiences of people with disabilities have been noticeably absent from critical discourse within these groups. Indeed, people with disabilities are the world's largest multicultural minority. This essay presents a means for considering disability in educational practice, and identifies points of discovery for future critical research. Specifically, it considers the intersections of experience and pedagogy that professors with disabilities bring to the classroom. (Contains 2 notes.)