Separate But Equal? A Critical Examination of K-12 Homebound Services

This thesis offers a critical, anthropologically grounded analysis of K–12 homebound instruction in the United States, interrogating its cultural, structural, and pedagogical dimensions through the lens of disability studies. Although homebound instruction is a federally mandated educational service under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, it remains underexamined in both academic literature and policy discourse. Employing a mixed-methods design, this study draws on qualitative and quantitative data from surveys of current and former homebound students, caregivers, and educators to assess the implementation, impact, and limitations of homebound services. The findings reveal profound disparities in access, instructional quality, and emotional well-being, with students frequently receiving minimal educational support and experiencing significant social isolation. Using theoretical frameworks from critical medical anthropology, disability studies, and legal analysis, the study argues that homebound instruction often reinforces ableist norms under the guise of educational support. It calls for a reframing of homebound services as an inclusion issue—one that requires expanded instructional access, better training for educators, emotional and social supports, and policy reform that prioritizes equity over compliance. Ultimately, this research challenges the notion that separate can ever be equal, advocating for structural transformation in how educational systems engage with disability.