Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying" pedagogical practices in special education by centering 2 Black and Brown girls in attendance in K-12 classrooms, "storying" together/two-gather transformative teaching-learning wisdom. We propose that "storying" involves explicit engagement with and highlighting of the student's voice, and we would center spirit and emotionality. The girls' storying illustrates praxical research through the lens of Black Womanist/Feminist and Disability Justice. The girls will show ways to support their learning. We introduce 5 "storying" pedagogical practices related to access-intimacy as interdependence, voicing intersectional knowledge for anti-racist and anti-ableist praxis in special education. Finally, we share how these practices lead to justice in education by reframing the master narratives for our readers to access and determine a reflexive accessibility praxis (everyday life) for their pedagogy.