This study aims at studying educational opportunity, compulsory education completion and equity in educational opportunity and compulsory education completion of school-aged disabled persons. Secondary data from the Institute for Population and Social Research and the Education for the Disabled Division of the Ministry of Education were used for analysis. The population of this study was 37,608 disabled persons aged 6-19 years old who live in rural areas. Frequency, percentage, means, Chi-square tests, Logistic Regression Analysis and Multinomial Logistic Regression Analysis were employed in this analysis. The numbers of the disabled males were slightly more than females and nearly half of the disabled were 6-11 years old. The majority was multiple and congenitally disabled. The northeastern region has the largest proportion of disabled persons. More than half of the disabled live with both their parents. More than half of the disabled have never studied in any kind of school. Among the disabled aged 12-19 years old who have opportunities to study, 1 in 3 drops out of school before finishing compulsory education. Regarding equity in educational opportunity, disabled females and persons with multiple disabilities have the least educational opportunities. The disabled who live in the southern region have less opportunity to attend school than in other regions. When considering equity in compulsory education completion, disabled males have more opportunity to complete compulsory education than females. Persons with mental retardation and the disabled who live in the southern region have a higher probability of not finishing compulsory education. The disabled who are studying or studied in special schools seem to have more chance in achieving compulsory education than those who are studying or studied in normal school. This research suggests that to provide educational equity for disabled persons the government should pay more attention to certain persons with particular types of disabilities in particular regions; such as, multiple disabled, mentally retarded and the disabled who live in the southern region. Furthermore, parents should be encouraged to send their disabled children to school as early as possible and support mainstreaming projects that should be managed more effectively.