Dissent is conceptualized as a largely able-minded political expression. Ashley Taylor argues in this essay that educational philosophers, therefore, lack an understanding of dissent that can capture the politically relevant expressions of students labeled with significant disabilities. While traditional frameworks of dissent may capture many of the ways disabled activists and their nondisabled allies have challenged oppressive social structures, these models nevertheless rely on a conceptualization of dissent that fails to make sense of the political agency of people understood as having significant intellectual disabilities. Taylor reframes the embodied and localized refusals and transgressions of labeled students as forms of politically relevant dissent, drawing on her own observational data from the classroom as well as the ethnographic work of researchers in the field of disability studies in education. By developing a richer and experientially-based understanding of dissent, Taylor offers an alternative conceptual orientation toward dissent that has normative implications for theorists and practitioners alike.