This chapter argues for a DisCrit-informed inclusive praxis in education which is rooted within longstanding and ongoing efforts to build, expand, and refine affirming, responsive, and humanizing practices in special education globally. The authors present excerpts from their individual and collective research work that has centered the discourse of disabled youth as they make sense of themselves as active subjects in education. In so doing, the authors aim to remind scholars about the importance of moving beyond the “grand narrative” (Lyotard, 1984; Hernández-Saca, Re-framing the master narratives of dis/ability through an emotion lens: Voices of Latina/o students with learning disabilities. Arizona State University, 2016; Crit Disabil Discourses 8, 2017; Syed & McLean, Cult Divers Ethn Minor Psychol 29(1):53, 2023) of special education in an effort to continue to address the most entrenched educational inequities, considering multiply marginalized individuals and communities as truth holders.