On Being Included: The Rhetorical Tactics of Disabled Student Writers describes how disabled students navigate the rhetorical work of college writing. The project uses interview data with 20 disabled students to map the rhetorical tactics they employ as they move through higher education. The dissertation builds upon theories of writing transfer, time and temporality, and rhetorical identification and disidentification. Chapter 1 describes how disabled students practice “accommodation transfer” as they advance in their college careers. Accommodation transfer is a phenomenon that occurs along other forms of learning transfer; it refers to how disabled students gain both knowledge about how to adapt the writing process to the needs of their bodyminds and rhetorical skills to ask their instructors for the accommodations they need around their writing. Chapter 2 examines how disabled student writers engage with the “chronic constraints” of academic writing--structures like deadlines and semesters that create largely artificial boundaries around academic writing projects. Chapter 3 shows how disabled students use disidentification as a rhetorical strategy for understanding their disability identity in an institutional context, revealing how disidentification adds to our understanding of rhetorical identification by examining how disabled students make their way forward in a university that negates and invalidates the experience of a disabled bodymind. As a whole, the dissertation argues that disabled college students draw upon a wide variety of rhetorical tactics, often learned on their own and experimented with throughout their college career, to gain access to college writing classrooms. These learned rhetorical tactics expand our understanding of how writing, time, and disability intertwine, as well as offer us new ways to think about rhetoric’s relationship to disability identity.