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Learning how to perform an identity in social media is a complex, two-stage process: lifelong environmental learning through socialization and acculturation mediated by selfcomparison to others, and the transformation of this learned information into personal knowledge about how to develop one's identity online. However, disability performance complicates this learning process through oppressive able-bodied medicalization, especially of concealable communicative disabilities. Based on 31 in-depth interviews with autistics, stutterers, and hard-of-hearing users, and 7 social media documentation diaries, this article provides a comprehensive perspective that presents dis/ability performances as a product of powerful learning aspects that involve both disability-related and "ablebodied" dimensions of learning. Although individuals learn how to deal with social media violence regardless of their disabilities, social, cultural, and technical learning of how to be a disabled person in the world dramatically influences dis/ability performances and perpetuates the complexity of performing a disabled self. [ABSTRACT FROM AUTHOR]

Academic neoliberal ableism has considerable negative implications for all disabled academics, but specifically for the marginalization, liminality, and weakness of disabled graduate students. This is particularly true for the understudied and underrepresented disabled graduate students who are not native English speakers and who live in regions that are geographically and culturally distant from the English-speaking academic hegemony. This article addresses this gap by presenting a collaborative autoethnography of two disabled Israeli doctoral students. The analysis raised two themes. The first includes the complex aspects of learning to perform new academic roles – teachers, conference presenters and researchers – as disabled academics. The second includes our marginality in two contexts, namely our studied disciplines, which fail to see disability as a critical object, and the developing Israeli community of disability studies in which disabled scholars are underrepresented. On the basis of these themes, we identify four combined environments that mirror the intersection between global neoliberal ableism and the specific ableist culture found in Israel, which exacerbate our weakness, marginality, and liminality: The Israeli disability studies community, our discipline, the Israeli academy, and the English-speaking academy. [ABSTRACT FROM AUTHOR]