This study will unpack and deconstruct the normative view of ability within Swedish school libraries. The theoretical framework for the study comprises Critical Disability Theory which is being applied to examine and describe how language, actions, and understanding strengthen and contribute to maintain power structures. The research questions of the study firstly consider how local school library policies are defined to ensure equal opportunities for all pupils and their needs and rights. Secondly, how these policies are interpreted and applied in practice. Lastly, what strategies, methods and approaches are used to accomplish this. By making the structures within the policies, interpretations, and practical applications visible the study aims to enrich and evolve the discourse on disability in Swedish school libraries as well as highlight the effect power structures have on inclusion, accessibility, and equal opportunities. The study was carried out by collecting data through existing school library policies as well as by conducting semi structured interviews with six school librarians. Both the policies and the interviews were analysed by qualitative content analysis where themes were generated from the empirical evidence collected and from previous research.  The results show that there is a normative view of ability as well as a normative view of disability. An aspiration for equality and accessibility permeates the school library practice with a focus on physical and compensatory education. Varying ability is part of human variation and focus must lie on needs, and not specific ability.