This study investigates the quality and quantity of disability representation in two internationally recognized English language textbook series: English File (4th edition) and Speakout (3rd edition). By focusing on internationally marketed ELT textbooks, the research moves beyond previous studies, which were confined to local or national textbooks, thus addressing a notable gap in the literature. Using content analysis, the study examines the frequency of representation, as well as its compliance with the standard guidelines offered by UNESCO (2024) and the United Nations (2022) in equitable portrayal of disability. Disability models (e.g., medical, charity, social, and human rights-based) and intersectionality between disability and other variables such as gender, disability type, and elite status have also been examined. The findings revealed limited representation of disability in both series. However, the majority of instances of representation followed the recommended actions by the guidelines. The results indicated that Speakout featured more explicit representation, stronger reliance on the human rights-based model, and more balanced representation of gender. English File contained more implicit representation, mostly featuring elite male characters. The results of this research contribute to disability studies as well as inclusive pedagogy, offering insights for improvements of language teaching materials and other educational resources.