Disability studies (DS) within rhetoric and composition has productively challenged us to reexamine our commonplace assumptions about "normal" students and enabled us to understand the generative capacities of disability as critical lens. Such presence has created more space for more minds and bodies not only in classrooms but among faculty ranks as well. In briefly mapping this twenty-year history, the author does not intend to suggest that the work is complete or that these dates (1999--2019) mark any sort of neatly packaged container of DS work in our discipline. Rather, the author means to showcase the profound impact of disability in journals, hallways, classrooms. Collectively, the scholars reviewed here demonstrate how perspectives from a disability standpoint can challenge oppressive and ableist forces, how they can create new meaning, allowing us new ways to think about and understand agency, activism, intention, and resistance.