Abstract
Understanding the affective impact of schooling upon disabled students' identities and sense of worth is the focus of this chapter. Students' perspectives are drawn from a range of recent international literature and interpreted within a framework that draws from theoretical concepts of disability and justice. Possible ways of addressing the inequities experienced by many disabled students are then outlined within the context of teacher education, in recognition of its role in developing future teachers. Troubling student teachers' (and teacher educators') assumptions and interpretations of disability is imperative to right the wrongs that damage too many students' lives.