This chapter proposes an invitational dialogue on educational inclusion dynamics that elevates testimonial counterstories by disabled actors of color on the basis of their embodied firsthand experiences. Using the testimonial counterstory of a disabled mathematics scholar from Central America, we forge contextual reflections to interrogate and amplify critically the scope of applicability of theoretical frameworks originated in the global North such as DisCrit. Considering the higher education microcosm within the mestizaje contours of this testimonial counterstory, we question the universal applicability of the primacy of racism hypothesis. Instead, we claim that within Central American and broader Latin American contexts of higher education, racialized and ableist dynamics of oppression operate in complementary under arrangements. In many cases, these dynamics of oppression even place disability above race as a hierarchical matrix fed by exclusionary microaggressions that reflect integrative rather than inclusive learning environments. This is especially so, within disciplines such as mathematics, where multiple knowledges of inclusion are not typically welcome.