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In this article, I explore the potential for people with disabilities to conduct research about disability in education. Drawing upon Rasmussen (2006), I consider whether merely sharing one aspect of identity with participants is enough to gain an emic (insider) perspective when doing research. I argue that not only should we problematize our own identity, but that research should change the researcher’s own identity and that the degree to which research promotes this change is an essential aspect of formal validity of the research. Finally, I propose some practical implications and offer some advice for researchers conducting research on disability.

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