Incorporating social justice concerns into the communication design classroom can be difficult. Based upon a pedagogical study, this article proposes that considerations of disability can provide insight into the relevance of social justice to technical communication practice. Engaging with notions of disability enables students to recognize the existence of privilege. This recognition better enables students to talk about what they might consider less comfortable facets of privilege (race, gender, class)—facets many of them have been taught to reject outright or view as an agenda in contradiction to their own personal value systems. Disability is not readily associated with any particular political position and thus can pave the way for consideration of other social justice topics.