In this chapter, we present a discussion on how disability is understood from the perspective of historical-cultural theory, recognized as a critical theory because human development is conceived as a dynamic and singular process, with the person in continuous transformation. It views disability as an experience shaped through interaction with the cultural and socio-relational context in which the person is situated. It values the strengths that coexist with the challenges and limitations arising from disability, breaking with the historically dominant naturalistic view. In this sense, the purpose of this text is to discuss the understanding of disability from a critical perspective, grounded in historical-cultural theory and drawing primarily on Vygotsky’s studies on defectology, in a reflective dialogue with González Rey’s theory of subjectivity. Based on these reflections, we present possibilities for thinking about school education for students with disabilities. The reflective dialogue between the contributions of the aforementioned authors is developed, highlighting relevant aspects that produce convergences as well as singular contributions, representing advances in the theoretical repertoire under discussion.