In recent years, disability identity has gained increasing attention within academic scholarship. This chapter explores the implications of a positive disability identity for youth with disabilities and the opportunities it presents for innovative learning experiences. It begins by discussing the growing interest in disability identity and its implications for people with disabilities. The chapter then delves into the evolving social construction of disability throughout history, examining the dynamic interplay between various models of disability and the resulting shifts in disability identity over time. Emphasis is placed on the importance of fostering a positive disability identity, particularly for disabled youth and disabled youth of color, highlighting their unique challenges and the transformative potential of a positive disability identity on personal and social well-being. Finally, the chapter proposes ways to (re)frame disability and disability identity within educational systems, exploring how these concepts can underpin innovative learning strategies that support disabled youth, especially at the intersection of racial and ethnic identities. By reimagining education through the lens of disability identity, the chapter aims to create more inclusive, responsive, and sustaining learning environments for youth with disabilities.