ABSTRACT Multiply-marginalized disabled students in PreK-12 and postsecondary schools have unique educational trajectories. Yet, their firsthand experiences are understudied. This conceptual paper explores the affordances and possibilities of using an intersectional sociospatial lens supported by arts-based and visual methods grounded in the lived experiences of multiply-marginalized disabled students to unearth and reconstruct educational policies, practices, and systems. We anchor with two questions: How does an intersectional sociospatial lens support research and policy grounded in the epistemologies, lived experiences, ontologies, and axiological commitments of multiply-marginalized disabled students? How does an intersectional sociospatial lens revisit, reimagine, and re-engage sociospatial conversations and experiences? To engage this dialogue, we present this blended framing and also review previous work. We highlight the merits of this existing scholarship while providing implications for future research and policy centering multiply-marginalized disabled students with an intersectional sociospatial lens.