<p>In Latin America, inclusive education has faced criticism for its neo-colonial nature, necessitating substantial reform. Therefore, incorporating intersectional perspectives on disability and special educational needs serves as a foundation for advocating a social justice reform agenda, addressing power imbalances and countering oppressive institutional and ideological regimes, particularly within policy-making and the neoliberal approaches adopted by the Colombian government in recent decades. Scholars across diverse disciplines have employed intersectionality as a tool to confront inequities and advance social justice. A comprehensive qualitative study was conducted to address disability shortcomings in policy-making, using the Intersectionality-Based Policy Analysis (IBPA) Framework. Employing an interpretive description-framed design, this chapter describes the role of disability in education policy-making across various regions in Colombia. The analysis utilizes local policy documents, reports, and research studies on inclusive and special education, with a specific emphasis on the status of individuals with disabilities in educational settings. It explores the intersectionality of disability, race, income, and gender to elucidate how structural inequalities manifest, evolve, or remain concealed within the education system. This examination not only aims to comprehend the complexities of policy-making but also offers insights into broader issues of social justice within education. This scholarly pursuit aligns with the growing acknowledgment of the significance of an intersectional lens in addressing social injustice. By concentrating on the Colombian context, the study aspires to extract valuable lessons with potential implications for global policy-making and educational systems in the Global South.</p>