Abstract
This article takes up the question of equity, access, and cyber charter schools from the perspective of disability studies in education (DSE). DSE positions inclusion and educational access as social justice concerns. In doing so, we assert the importance of making visible the social justice implications of the current laws that impact cyber charter schools and students with disabilities. To this end we focus in particular on the Individual with Disabilities Act (IDEA) because it is the central piece of federal legislation that provides for the public education of students with disabilities. Our analysis suggests several changes in the IDEA and state level legislation in order for cyber charter schools to be an available and equitable option for students with disabilities.
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