This dissertation examines the concept of ableism, as defined by Ostiguy, Peters, and Shlasko, as a system that oppresses individuals with disabilities while privileging those without disabilities. The aim of this work is to aid educators and school personnel in recognizing, critiquing, and moving away from normative assumptions of compulsory able-bodiedness and able-mindedness inherent in education. Through the lens of critical crip theory, the dissertation proposes a framework that connects social justice education with the visual arts to challenge normative expectations and embrace (dis)abled ontologies, epistemologies, and perspectives. "Curricular Renovations: A Non-Guide for Educators on Empowering Difference in the Classroom" is a textbook designed for both preservice and current educators, providing insights on understanding, unlearning, and reconstructing disability and disability knowledge in educational settings. This framework offers strategies for creating inclusive environments that value diversity, thereby supporting both students and teachers in achieving success across various learning contexts.