The shift from a welfare to a neo-liberal state has as primary aim to maximize skills and promote economic development (Rizvi & Lingard, 2006). Competitiveness, individualism and self-efficiency are emphasized, with negative impacts on the educational process of children with disabilities. Namely, states prioritize economic effectiveness instead of social justice, while interpretations of normality allow for the dominance of the medical model of disability (Rioux, 2002). This paper deals with political and empirical experiences of exclusion of seven children with disabilities and their families in mainstream primary schools in Cyprus. Methodology involved analysis of the legislation, ethnographic observation, and interviews with teachers, children and parents. Findings indicate exclusive provisions within the current legislation, which enhance the perpetuation of a separating culture, practice and pedagogy. New questions emerge regarding the current financial and political situation, which further influence the provision of quality education. References: Rioux, M (2002). Disability, Citizenship and Rights in a Changing World, in Barnes, C., Oliver, M, Barton, L., (eds) Disability Studies Today, Cambridge, Polity Press. Rizvi, F. & Lingard, B., (2006). Globalization and the Changing Nature of the OECD’s Educational Work, in Lauder, H., Brown, P., Dillabough, J., Halsey, A.H., (eds), Education, Globalisation and Social Change, OUP.