According to the National Center for Education Statistics (2011a; 2011b), the 2011 National Assessment of Educational Progress (NAEP) report revealed that African American and Hispanic students with disabilities continue to score well below their White and non-disabled counterparts in all areas tested and across all grade levels. Researchers continue to document the educational inequities experienced by students from these sociocultural groups (e.g., Blanchett, Klingner, & Harry, 2009; Bradley & Renzulli, 2011). The authors use a strengths-based perspective to present a culturally responsive, integrated learning model that includes social-class sensitive pedagogy, to promote access, equity, and culturally supported experiences for African American and Hispanic children with disabilities.