Science teachers are not responsible for knowing the intricacies of disabilities and disability laws, but the fact that students with disabilities will be in the classroom means that they need to have at least a working knowledge of disability terminology and laws. This chapter provides an overview of special education terminology and law, and encourages science teachers to embrace including students with disabilities. Sharing a common vocabulary with the special educators working with students with disabilities will enable teachers to have a more meaningful conversation about how to serve students and participate more actively in individualized education program (IEP) meetings. Additionally, having background knowledge about the laws will give teachers a context for why certain features are required and how the team of individuals working with students comes to the decision about what is necessary. Understanding these concepts will allow teachers to apply science background to the special education context.