This article addresses the need for increased representation in instructional materials of people with disabilities. It argues not only for materials that show people with disabilities engaging in all facets of daily second language (L2) culture but also for materials that challenge students to reflect on products and practices that continue to marginalize people with disabilities in the L2 culture and in the United States. The article demonstrates how a teacher might improve inclusion via a series of lessons using infographics, persuasive text, hands-on investigation, and feature film.