In this article, we critically review the work of Morgan et al. (2015) and offer Disability Studies in Education (DSE) as an alternative conceptualization to traditional research within special education. We first unpack many of Morgan et al.'s (2015) assumptions, which are grounded in deficit discourses about children, family structures, economic status, and home cultures. Next, we identify flaws in their research design and methodology. Finally, we elaborate on how, through naming and making visible the workings of ableism and racism, DSE offers a way to counter the deficit discourses and inaccurate abstractions of lived realities upon which Morgan et al.'s (2015) work rests.