The purpose of this study was to explore the experiences of mothers from Spanish speaking countries who have a child(ren) enrolled in moderate/severe special education. The key literature documents disparities for families from nondominant communities. The following questions guided this study: 1) How does race, class, gender, language, and ability shape lived experiences for mothers as supporters of their children in moderate/severe special education programs? 2) How can these experiences be transformed into strategies for equity within moderate/severe special education programs? This study pursues a qualitative narrative approach and incorporates testimonios as a research method. The stories that were shared during this study reveal the complex, multilayered, and intertwined development of knowledges, "conocimientos," that mothers possess. In applying a DisCrit lens, anti-racist and anti-ableist activism and resistance through challenging deficit perspectives, implicit bias, and discriminatory practices. [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.]