This chapter addresses the educational and social needs and rights of students with diverse backgrounds - in respect to first language (other than Swedish), ethnicity, culture and migration-status - enrolled in the Swedish school system. Disability Critical Race Theory in Education (DisCrit) is the framework used to examine policies and practices regarding inclusion. The concepts of ableism and linguicism are used to interrogate how education responds to migratory effects and how this response impacts access to equitable education for these groups. The first part of this chapter will focus on disproportionality in relation to compulsory school for students with intellectual disability and migration background, focusing on previous research and patterns in enrollment over time. The second part of the chapter deals with different aspects of language in relation to special needs education in the Swedish school context. The chapter’s last part will provide a description of the organization and practice in a ‘resource school’ and the emergence of new local practices. The concluding discussion will lay the groundwork for the emerging research field at the intersection of migration and disability in education.