Emily's narrative shows how she had not considered the possibility that she is disabled because compulsory able-bodiedness and able-mindedness give us a fixed view of what disability looks like - a view that Emily did not believe she met. In the absence of Emily fitting the societal scripts around disability Emily believed that there was something wrong with her rather than with the class. Emily's professor perceived Emily as a problem to be fixed rather than shifting instruction - which perpetuates the idea that students are flawed if they cannot meet ableist expectations. In this narrative disability is seen as a rigid binaristic category and Emily is not given support for not neatly fitting into the category.