Conceptual problems about justice and disability relate directly to practice. Current thinking tends (1) to consider only distributive justice (the allocation of resources); (2) to assume that educators have the right to impose their own values on the disabled; and (3) to classify people as disabled, and treat those people, in accordance with a specific ideology that emphasizes equality, achievement and control. These presuppositions are exposed and briefly criticized, and the need for a less partisan and more sophisticated approach emphasized.