This dissertation explores the intersection of disability studies and special education, focusing on the integration of disability-affirming practices within special education teacher preparation programs. The overarching goal is to enhance the preparation of preservice special education teachers by incorporating disability studies content, promoting a more inclusive and affirming approach to disability in education. Chapter 2 presents a critical autoethnography that examines the author's personal journey of discovering their disabilities--Attention Deficit Hyperactivity Disorder and Autism (AuDHD)--while enrolled in a doctoral program in special education. This exploration highlights the dissonance the author discovered between the prevalent deficit-driven perspectives of disability they were taught in their special education program and disability studies' more holistic, identity-affirming views of disability that they found through their own identity exploration. The autoethnography delves into the challenges faced by disabled students in higher education, the absence of disabled voices in special education curricula, and the impact of ableism within academic settings. The study underscores the importance of incorporating disability studies perspectives to foster a more inclusive and supportive educational environment for disabled students. Chapter 3 critically examines the extent to which disability studies content is included in introductory special education courses across 10 of the top 12 undergraduate programs in the US. Through a transformative analysis of course syllabi, this study reveals a significant gap in the integration of disability studies concepts within preservice special education teacher preparation. The findings indicate that current curricula predominantly adhere to a medical model of disability, emphasizing deficits and interventions rather than a holistic understanding of disability identity and culture. This study advocates for the inclusion of disability studies perspectives to enrich the training of future special educators, promoting a more comprehensive and inclusive approach to teaching disabled students. Building on the findings from Chapter 3, Chapter 4 offers practical recommendations for integrating disability studies content into an introductory special education teacher preparation course. This practitioner-focused guide provides a roadmap for incorporating disability-affirming practices, including a sample syllabus, assignments, and project ideas. The recommendations aim to equip instructors with the tools to provide future special educators with the knowledge and skills necessary to foster an inclusive classroom environment that respects and celebrates disability as a part of human diversity. Additionally, the study addresses potential barriers to implementation and offers strategies for overcoming these challenges. Together, this dissertation contributes to the ongoing discourse on the integration of disability studies in special education. By highlighting the tensions between special education and disability studies, the dissertation calls for a paradigm shift in how special education is taught and practiced. The work advocates for a more inclusive and affirming approach that recognizes and values the voices and experiences of disabled individuals. This dissertation ultimately seeks to bridge the divide between special education and disability studies, fostering a more holistic and equitable educational landscape for all 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.]