Research has shown that inequitable participation in computer science education is an occupational injustice for students with disabilities, as it is an unfair and inequitable distribution of occupational opportunities. There is limited information regarding how schools' capacity for and access to computer science education relates to the participation of students with disabilities. To help inform practices for broadening participation in computing, this study investigated factors involved in the disproportionate enrollment of students with disabilities in the introductory computer science course Computer Science Principles. As part of this non-experimental, quantitative study, student course enrollment and school and district data were collected and analyzed. Correlational analyses revealed lower participation of students with disabilities in Advanced Placement courses for Computer Science Principles. Framed within the Participatory Occupational Justice Framework, this study aims to offer findings that could potentially support initiatives at district, state, and national levels in addressing inequities in computer science education for students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]