Abstract

Objectives: The purpose of this paper is to bring attention to the barriers that affect equitable access to education for students with disabilities, centering the perspectives of families with a focus on rural communities. Methods: This research draws on semi-structured interviews conducted with ten families whose children with disabilities attend elementary school in rural sectors of Nova Scotia, Canada. Results: One central finding that routinely surfaced for families was the ongoing separation from peers that deprived their children full membership resulting in the devaluation of disability identity. One national and global approach to addressing inequities in the classroom for students with disabilities is to begin by acknowledging the normative biases in classrooms, dismantling tiered intervention practices and adopting critical perspectives on disability. Conclusions: There is also a pressing need to increase funding and resources for rural communities to ensure equitable inclusive services for all students.