This research investigates the persistent disparities in special education that disproportionately impact students of color, significantly affecting their educational experiences and outcomes. The study highlights how students of color are frequently overrepresented in subjective disability categories, such as intellectual disabilities or emotional disturbances, often leading to placement in lower-quality programs with reduced expectations. Using a literature review methodology, it explores the historical roots and systemic biases—such as implicit bias, testing inequities, and socioeconomic disparities—that contribute to these inequities despite legislative efforts like IDEA. Central to this research is the introduction of Culturally Responsive Teaching (CRT), an approach that recognizes and values students’ diverse cultural backgrounds as assets rather than deficits. CRT empowers educators to create inclusive learning environments that validate students’ identities, foster belonging, and encourage active engagement. The presentation provides attendees with an understanding of the historical context surrounding these disparities while offering practical strategies for incorporating CRT into special education settings. These strategies include integrating culturally relevant curricula, fostering positive teacher-student relationships, and addressing systemic biases through professional development. By leveraging CRT principles, educators can disrupt deficit-based perspectives and promote equity within classrooms. Ultimately, this research aims to equip educators and stakeholders with the tools needed to address the root causes of inequity in special education. It contributes to ongoing efforts toward creating culturally responsive communities where all students have equitable opportunities to thrive academically and socially. The findings also have broader implications for educational policy reform aimed at reducing racial disparities in special education nationwide.