This article explores the literature that supports the use of family stories to help special educators better understand the sociohistorical reality and ways of thinking of diverse families and communities. Also developed in this article is the idea that for practitioners working with families from disenfranchised communities, the gathering of family and community stories may be the only vehicle to give them an insider's perspective and give voice to the unheard stories of voiceless communities. Examples from the work of student interns provide evidence for the seven key dispositions necessary for special educators using family stories.
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