Head teachers are in a position to facilitate disabled pupils’ access to and participation in Education. However, head teachers’ difficulties in creating inclusive schools are considerable. Regarding disabled pupils’ rights, governing bodies sometimes find it too easy to dismiss the Education Act concerning access and participation in relation to disabled pupils, prioritising budgetary concerns over disabled children’s rights. This article discusses the possible role of ethical and educational leadership in disrupting the ableist assumptions that underpin so much of the Swedish education system. This is no small feat in a society that perpetuates a public discourse of disability as an inferior state of being and as a tragedy to be overcome. The authors make a case for school as an integral part of society, hence the need for disability to be understood as a knowledge subject in its own right.