This convergent parallel mixed methods study explored barriers to teaching disability and accessibility awareness in the early elementary classroom and assessed the impact of an instructional video on educators' current perceptions and future teaching practices. Through one-on-one, semi-structured interviews on Zoom and a pretest, intervention, posttest on Qualtrics, the researcher answered the following research questions. (1.) How frequently do participants currently teach disability and accessibility awareness topics in their classrooms? (2.) What do participants view as the current barriers to teaching these topics in their classrooms? (a.) What is an effective means to reduce or remove the barriers? (3.) Does viewing The Playground Project instructional video significantly impact participants' willingness, confidence, and views of difficulty regarding integrating disability and accessibility awareness into their teaching? In the study, the researcher utilized both the constructivist paradigm and the transformative framework, which dovetail to support problem-solving through close attention to participant voice (Creswell, 2013). The transformative framework furthers the notion that research can support marginalized groups (Creswell, 2013). In the study, Critical Disability Theory, or CDT, was entwined with the transformative framework, as CDT challenges "the social norms that define particular attributes as impairments, as well as the social conditions that concentrate stigmatized attributes in particular populations" (Minich, 2016, as cited in Schalk, 2017, p. 1). [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.]