This study explores how institutional practices within a school district limit general education teachers' ability to comply with special education policies. While numerous special education issues exist within the school district studied here, my research examined institutional practices that negatively impacted inclusion of exceptional students within the general education classroom and contributed to the district's compliance issues from its state department of education. More specifically, I sought to examine how teacher's narratives: 1) reveal interdependent ways racism and ableism form ideas of normalcy within the district's special education inclusion practices; 2) reveal teachers' voices on individual, collaborative, and systematic practices that support or arrest special education inclusion; and 3) reveal legal aspects of special education practices within the school district that deny the rights of students of color. Using Disability Critical Studies (DisCrit) as my framework, along with Critical Race Narrative Inquiry, which is the combination of CRT's counter-storytelling and narrative inquiry, as a methodology, I attempted to examine these issues. Through narratives, I provided teachers' revelations of how institutional practices within a school district limit general education teachers' ability to comply with special education policies. Through the usage of story-telling and DisCrit, I analyzed general education teachers' narratives with special education inclusion as a means to "talk back" to majoritarian stories of the school district's special education issues. Teachers' stories revealed similar findings to established research of general education teachers' experiences with inclusion, such as 1) lack of pedagogical training in inclusion and 2) lack of certified special education teachers, as well as additional findings, such as 3) incompetent and inconsistent leadership; 4) lack of knowledge of special education guidelines and legalities; and 5) exclusion of teachers' voices in the IEP process. These stories were detailed in narratives using three of DisCrit's seven main tenets, focusing on codependent ways racism and ableism form ideas of normalcy, the legal and historical aspects of how disabilities and race are used to deny rights, and the use of counter-narratives as a means to highlight marginalized voices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]