This article consists of critical autoethnographic counter-narrative vignettes that account for how the boundary work within the traditional Special Education and Disability Studies in Education fields can further understand the sub-field of Learning Disabilities and the related field of Speech and Language Impairment from an interdisciplinary and intersectional Disability Studies in Education approach. This approach will be mindful of accounting for the "transforming intersectional-institutional-oppressive systems" for praxis for other critical perspectives that is leading us to new lines of research that can possibly bring solutions and advance the fields. In particular with Black, Indigenous and Youth of Color with and without dis/Abilities along gender as well. This is important to transcend the long standing debates and binaries in the fields that have centered on either/or thinking, in order to embrace a re-thinking and re-feeling perspective that accounts for both/and perspectives through theoretical pluralism. We do this so that we can construct mind-and-heart-and-hand-spirit-sets that are integrative in nature as opposed to bifurcated along theory, research, policy and practice for the fields and for all agents for transformative system change efforts along "transforming intersectional-institutional-oppressive systems" in special education at large.