This chapter explores the integration of Indigenous knowledge systems into disability studies, focusing on marginalized communities’ perspectives. John critiques the underrepresentation of Indigenous frameworks in academic research, particularly in critical disability theory. Drawing from both his lived experiences as an Indigenous person with disabilities and Indigenous knowledge systems, Ward highlights the relational, holistic views of disability prevalent in pre-contact Indigenous societies, contrasting them with European, pathologizing approaches to disability. The chapter advocates for incorporating Indigenous perspectives into disability discourse, emphasizing reconciliation and the reclamation of negative labels. The Métissage Research Paradigm, a methodology blending Indigenous and colonial knowledge systems, to promote ethical relationality and decolonize research practices. Through Métissage-informed thematic analysis, the chapter examines the wisdom shared by Indigenous Elders, particularly regarding disabilities, learning differences, and resilience. The Elders’ insights challenge colonial educational frameworks and emphasize the importance of culturally sensitive, inclusive approaches to disability. The chapter also incorporates the Two-Eyed Seeing framework, which combines Indigenous and Western epistemologies, as an ideal approach for examining disabilities within Indigenous research. Ultimately, this work advocates for a more inclusive educational environment, recognizing the value of Indigenous Elders’ contributions, and calls for a shift in academic research to honor diverse knowledge systems.