This chapter provides a critical historical analysis of change in the education of minoritized students, with an explicit focus on equity issues at the intersection of disability with race, ethnicity, language, social class, and gender. It explores critical issues in the education of students with disabilities, analyzing how systemic inequities and intersecting oppressions have shaped developments in specialized educational programming. The authors examine change as a dynamic and contested process and consider disability intersections as a framework for understanding how disability coexists with race, gender, language, class, and other social markers. They also analyze inclusive education as a terrain of both possibility and contradiction for students with diverse sociocultural identities. In doing so, we hope to establish a shared understanding of “change” within diverse global contexts and across inclusive and special education. The chapter concludes with implications for teacher and leadership preparation and future directions in inclusive education. Recommendations focus on addressing persistent inequities, advancing inclusive practices, and expanding methodological possibilities for future research.