 Individuals with cognitive and physical disabilities have been marginalized, denied resources, and even denied an education. Can a conception of equality of educational opportunity accommodate those with cognitive and physical disabilities? Some critics claim that theories of justice focus unduly on meeting the demands of reciprocity and cooperation as a pre-condition to equal opportunity and other demands of justice, and in doing so, exclude some individuals with disabilities from those entitlements. Some argue that we need new theories (Kittay 1999) while others argue that existing theories and approaches can be applied to or extended to include individuals with disabilities (Stark 2013; Robeyns 2006; Brighouse 2001). In education, treating individuals with disabilities the same as those without does not always suffice to treat all equally, for disabilities sometimes give rise to special needs and requirements and this raises challenges for ‘inclusion’ (Warnock 2005). In order to avoid these challenges it seems that we might need to endorse differential treatment, which can lead to stigma and division and has been associated with educational segregation. This gives rise to what has been called the “dilemma of difference” and pertains to decisions about whether students with disabilities should be educated in the same class as students without disabilities. Placing disabled children in mainstream schools or classes may lead to bullying, as Mary Warnock (2005) has noted, but placing disabled children in separate settings may further entrench the wide-spread social stigma associated with disability, even when there is much that can be done to ensure disability is not an obstacle to learning. Further debates focus on the extent to which (at least some of) the disadvantages of disability may be detached from the disability itself and the extent to which they are attached only in virtue of social organization or social attitudes, which we could and should alter. For instance, if the dominant modes of communication in our society were sign-based rather than spoken, perhaps deafness would not be considered a disability. Likewise, where braille translations are readily available, the blind do not face a disability with respect to reading (Sparrow 2005). In the case of education, the design of the school or the curriculum can determine whether a disability is an obstacle to learning. For some discussion of this debate see Terzi 2005.