Literature on racial disproportionality in special education has recently been situated within a polarized debate about the sources of racial inequities: specifically, the benefits and harms of special education. In this article, we consider this debate from a historical perspective by examining special education policies and their implementation. By doing so, we aim to bridge theory to practice by attending to systemic, institutional, and organizational oppression that becomes enacted through policy aimed at achieving racial equity and educational access. More specifically, we provide a model for local school districts to revise, develop, enhance, and implement policy changes to address disproportionality and racial inequities in special education using a cultural-historical framework and culturally responsive practices.