In this chapter, we detail how asset pedagogies that sustain and affirm students with disabilities at multiple identity intersections can be better informed by the disability axiologies (value systems and beliefs), epistemologies (knowledges), and ontologies (definitions and framings) of disabled youth. As people who generally do not identify as disabled, and who are responsible for preparing educators to work with children with disabilities, we have an obligation to engage in self-reflection and transformation of mainstream values, knowledges, and framings of disability that have contributed to negative outcomes for youth with disabilities. Moreover, by seeking to understand firsthand accounts of schooling experiences offered by disabled youth, scholars, and activists, we can situate ourselves more productively and humbly as working toward the rightful presence of disabled students in schools and society, defined as (1) recognizing all aspects of student identity, including but not limited to disability, race, and gender identity; (2) addressing and rectifying systemic inequities and power imbalances that prevent maximum access and participation of marginalized learners; (3) moving beyond token representation toward meaningful participation; (4) transforming policies, practices, and attitudes such as curriculum, pedagogy, and broader social norms; (5) emphasizing the agency and empowerment of marginalized learners; (6) promoting community and belonging, and finally; and (7) ensuring accountability through ongoing reflection, assessment, and action. Along these lines, we offer examples of shifts in our disability axiologies, epistemologies, and ontologies, and accompanying practices with preservice and inservice educators.