Despite of the proliferation of studies on broadening participation in computing, individuals with disabilities remain relatively less examined. This study examines the persistence in and change to computing of individuals with disabilities in undergraduate computing education. Using large scale data from numerous departments and institutions, we estimate the probability of undergraduate students with disabilities changing majors from or to computing fields. Our findings suggest that while disability alone is not a significant predictor of field-switching, it plays a critical role at the intersection of other factors. Our study will provide insights on the challenges and opportunities individuals with disabilities face in undergraduate computing, with implications for increasing their participation and retention.