This phenomenological study used in-depth interviews to mold and create participant narratives to document the lived experiences of special education social workers who work in the inclusive environment through a critical disability lens. Special education social workers primary focus of work is to provide direct and supportive Services to exceptional students as a related service provider in accordance with an Individual Education Program (IEP). School social workers often feel as outsiders in schools, have a sense of role ambiguity and work in host environments where their expertise and function are not well understood. Even though the participants held various state licensure that proved their credentials, at times they expressed having to prove their worth and explain their role. Additionally, participants described their interactions in the inclusive school environment as they navigate facilitating advocacy and social justice for exceptional students, while experiencing obstacles of stigma, ableism, invisibility, exclusion, disempowerment and depersonalization. The thematic analysis implies special education social workers intertwine and promote tenants of critical disability alongside the National Association of Social Workers core values to further equality and inclusivity for exceptional students. More over this study reveals the day-to-day experiences of special education social workers as they maneuver through a complex interdisciplinary environment as they demonstrate their dedication to their profession, promote change and exhibit resiliency. Through a critical disability framework, this study considers how the participants encounter models of disability, and how these modes impact their work with exceptional students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]