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Although inclusion is a fundamental tenet of physical literacy (PL), its applicability and inclusivity related to individuals experiencing disability has been assumed but is not well understood. The purpose of this article is to gain a better understanding of the literature pertaining to the inclusiveness of PL for individuals experiencing disability. Following the analysis of 24 pieces of literature published between January 2001 and May 2019, the main findings include: Overall, PL for individuals experiencing disability has been primarily discussed through a lens of ableism, using a narrow perspective, and at a superficial level, though recent discussions have become increasingly representative of contemporary perspectives on disability. Although encouraging, the collective findings reveal an ongoing need to address current assumptions surrounding disability in order to establish meaningful physical activity experiences that are of value to individuals with diverse capabilities, and to create inclusive PL programming that is welcoming and affirming for all.