This program profile of the Critical Writing Program at the University of Pennsylvania focuses on how disability came to be a valued term, a structuring philosophy, and a pedagogical touchstone for the program's philosophy, curriculum, and practices. After exploring various challenges involved in addressing the needs of students with disabilities, we provide an overview of our program's efforts to address the needs of students with disabilities. In so doing, we explain how we came to adopt an orientation towards disability that depends for its philosophical force on a return to Derrida's advocacy of the deconstructive notion of "différance." "Différance" seeks to overturn binary thinking, challenge uninterrogated binaries such as abled/disabled and the normate templates that enact and enforce these, replacing them with a relational, fluid, contextual approach.