Following decades of social and government upheavals, the COVID-19 pandemic exacerbated challenges for the education system in Afghanistan, particularly the education of students with disabilities living in under-resourced conditions. In this article, we explore the narratives of three members of a non-governmental organization (NGO) in Afghanistan about the development of a pioneering special education school with an inclusive education approach in Kabul, Afghanistan. Using an interdisciplinary Critical Disability Studies (CDS) and Community-Based Participatory Research (CBPR) approach rooted in grounded theory and qualitative methods, we situate these narratives within current trends and promising practices in inclusive education and educational needs and barriers in Afghanistan. Our findings highlight (a) the benefits of a multi-sectoral whole family approach to education, (b) the obstacles to the school’s establishment and the reliance on NGOs for such initiatives, and (c) complex inner workings of gender and disability for female students in the country. We also discuss the implications of an intersectional approach for the work of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).