Education is an art not a science. As such, subjectivity guides programmatic decision making. Yes, data-based decisions are a bedrock but what data is being used and more importantly what "story" does it tell? The answer to this can ultimately guide a student support team's plan.

Disrupting stereotypical storytelling is no easy task - especially when they permeate schooling spaces. This presentation explores when and how these narratives emerge through the special education support process and how to make space for counter-narratives.

Additionally, this work aims to empower critical reflective practices to dismantle disproportionality in special education.