Special educators are increasingly drawing from intersectionality and Black feminist theory to make sense of the disproportionate deleterious outcomes experienced by racialized students labeled with disabilities. While intersectionality gains a stronger hold in special education discourse, agencies like the Florida Department of Education are misrepresenting Black feminist theory and intersectionality as "ranking people" based on their social identities. Audre Lorde--a member of The Combahee River Collective credited for generating an intersectional shift in feminist discourse--called on the creative use of difference to push back on the marginalization of multiply-marginalized women. Lorde asserted that explicitly attending to the diversity within human experiences challenges harmful attitudes that frame differences as markers of inferiority, deviance, or failure. In this article, I draw from Black feminism and Audre Lorde's theorizing about difference to present a framework for educators who advocate for specialized education programming that affirm student differences.