Given the role of education in shaping social ideology, there is value in considering how learning spaces affect students' perceptions of inclusivity and social justice. This paper posits that ability as a central focus in education can intersect with marginalization arising from race, gender, class, and indigeneity, towards potential justification of discriminatory ideologies. The International Classification of Functioning (ICF) is applied as a theoretical framework to conceptualize digital or online learning spaces, with the objective of disentangling how ability confounds inclusive pedagogy. Digital learning spaces may grant marginalized students greater autonomy regarding when and how their unique personal condition is disclosed, so that authentic relationship-building can be fostered without a power hierarchy between peers. Additionally, the ICF illustrates how structural-spatial origins of ability limitations lead to solutions which can present universal benefits to individuals regardless of health condition, serving to eliminate a segregated binary based on a traditional label of deficit/disability. Virtual or remote engagement also helps eliminate transportation barriers associated with accessing the learning space, which may influence unfounded assumptions on effort and legitimacy. In combination, the ICF demonstrates how restructuring of learning spaces emerges with the capacity to remove disabilities, towards enhancing participation in education and in society.