The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and learning, thus enhancing instructional efficacy and accuracy. We also recognize that diminished access to effective instruction has contributed to the marginalization of diverse students. In our response to the articles in this series, we focus on the theorization of equity, articulated to varying degrees, underpinning and uniting these papers. Equity underscores the relevancy both of educational diversity and of research methods aimed toward generalizability. We discuss the implications of simultaneously using tools and methods required for both strengthening the empirical research base and studying systemic inequities inherent in our institutions and research practices.