In this paper, I argue that critical communication pedagogy, as a discipline, can benefit from an inclusion of instructors with visible disabilities in its literature and analysis. In particular, I employ my experiences as a teaching assistant with a visible disability to situate my own embodied knowledge as a way of understanding, in concert with literature reviews of critical communication pedagogy and instructors with visible disabilities. I also interview instructors with visible disabilities about their experiences to argue for our inclusion in critical communication pedagogy
