This book brings to light the ‘many sides’ of disability, that is, the philosophical, psychological, psychoanalytic and linguistic ways of responding to disability or to becoming disabled. The central question that the book is a response to is: What does disability teach us? Towards this end, the book shows how the concept of inclusion is of much wider relevance than a classroom with disabled or disadvantaged learners; this is done by highlighting how the foundational concept of centring operates in various aspects of knowing. Centring disability demands reconfiguring the centre of knowledge generation by relocating disability from its present peripheral position to the centre; this ontological reframing makes disability an epistemological source. The reframing, done through themes of inclusion, education, language, policy reforms and, most clearly, sign language studies, lends a sharper focus to the one central point – centring. The book tries to convince the readers of the significance of this idea in education in general, and specifically, as an aid in our often-clumsy ways of grasping the concept of disability. It argues that we can make education – especially in a multilingual, multicultural country like India – more meaningful, socially relevant and responsible, and also shift our generic but vague perception of the concept of disability, through centring. Inclusion is the process of effectuating these goals. In the end, the book opens a window to a world that promises social transformation through inclusion.