This article theorizes teaching as accommodation and argues for a centering of disability in writing pedagogy. It examines how universal design can improve composition classrooms, applying inclusive principles to the syllabus in particular. In this article, the author takes up these intersecting issues: academic accommodations, disability, and syllabi. The first section of the essay discusses contemporary theories of disability to retheorize accommodation as the process of teaching itself. Disability studies provides a key lens through which to view accessibility, which is the precondition to all learning. In the second section of the essay, the author applies their reasoning to the syllabus as a specific example. By using disability as the starting point for course and document design, the author poses strategies for universally designing writing classrooms.