Purpose: This article focuses on the strategic importance of framing cultural changes in special education through a critical lens. The article explores why cultural responsivity must be understood from a critical perspective that accounts for the historical sedimentation of racism that exists within special education organizational policies and practices. This sedimentation affects current and future organizational features that sustain historical, persistent and pernicious racial and ableist structures, relationships and outcomes. Design/methodology/approach: By examining the role of power within organizational systems, the authors trace its contribution to reproduction of these systems through special education leadership. Special education leaders along with their peers in general education can frame transformative change through a systemic lens designed to address structural, regulatory and cultural practices that perpetuate raced and ableist outcomes. The pernicious and sustaining structures and practices that have created unequal outcomes in our educational systems need strategic intervention, prevention and re-creation to create equitable supports and services programs. Findings: By examining the role of power within organizational systems, the authors trace its contribution to reproduction of these systems through special education leadership. Special education leaders along with their peers in general education can frame transformative change through a systemic lens designed to address structural, regulatory and cultural practices that perpetuate raced and ableist outcomes. Practical implications: With clear outcomes that are responsive to all students, including those identified with dis/abilities, education leaders can make consequential shifts in access, opportunity and the distribution of social and intellectual capital throughout education. Social implications: The pernicious and sustaining structures and practices that have created unequal outcomes in our educational systems need strategic intervention, prevention and re-creation to create equitable supports and services programs. Originality/value: The application of DisCrit to educational leadership practices offers an opportunity to frame leadership through a powerful equity lens.