As section leader of the “diversity/multicultural” portion of the International Handbook of Special Education: Implications and Strategies, I explore how disability intersects with multiple non-dominant identity markers and the implications for strategies benefiting disabled youth. Informed by Waitoller and Thorius’s (2022) critical scholarship and the contributions of scholars of color, disabled scholars, and disabled scholars of color, this section reimagines disability as integral to human variance—deeply tied to identity, culture, and knowledge-making. Disability is framed both as a cultural and epistemological asset and as a counterhegemonic construct that challenges dominant norms of ability and normalcy. The section is organized into three parts: (1) ways of knowing, which examine how disabled youth’s lived experiences and identities inform educational strategies; (2) ways of doing, which highlight methodologies grounded in equity and cultural responsiveness; and (3) future implications, which envision strategies co-created with disabled youth, families, and communities. Collectively, the chapters advocate for asset-based pedagogies that affirm disabled youth’s agency and challenge deficit-oriented practices in special education. This introduction offers a conceptual grounding for the section’s overarching goal: to transform special education through strategies rooted in justice, inclusion, and the cultural wealth of disabled youth.