Purpose: The purpose of this paper is to examine, through an intersectional lens, how digital video composing can be an act of redistributive social justice for students with learning disabilities. Design/methodology/approach: The authors draw on two years' worth of observation, interview, survey and digital video data to present a case study of Javier (all names are pseudonyms), a Latinx English Learner with several learning disabilities. The authors worked with him, making digital videos in a general education classroom as part of a larger design-based study. The authors describe how he made meaning in various modes, across modes, and how his intersectional identities inflected his meaning-making and were visible in his video artifacts. Findings: Javier was an able digital composer, made meaning across modes and was attentive to audience. His videos offer a portrait of a child with learning disabilities navigating his complex cultural worlds. Research limitations/implications: This is a single case study built to bridge multiple theoretical and disciplinary backgrounds. Javier was able to compose semiotically powerful messages with socially powerful digital tools. Originality/value: The authors argue that the use of such tools is a chance for redistributive social justice. Children traditionally underserved by innovations in digital making should not be left out.