Boldness, defense, and the necessity of talking back remain as central to life with disability in one's time as in Francis Bacon's age. "Therefore all deformed persons are extreme bold," Bacon wrote, "first, as in their own defence, as being exposed to scorn, but in process of time, by a general habit." Perhaps no word carries more weight in the field of disability studies than the verb "to claim," for to "claim disability" is to demand intellectual accountability from a set of ideas. Simi Linton's portrait of people with disabilities highlights the work of disability studies scholars to reclaim public space and reshape the dailiness of life, but it also describes the twenty-first-century campus. Twenty years after the Americans with Disabilities Act, faculty members with disabilities are today teaching in larger numbers, exemplifying the first wave of disability rights. Still, "straightforward, unmasked, and unapologetic" inevitably troubles the public nerve of the academy, as the emergence of faculty members with disabilities challenges habitual diversity rhetoric and the rehabilitation model of traditional campus disability resources.