This article proposes the use of special education knowledge within a general education framework. Research on federal policies to achieve educational equity has shown that special education policies have created elements of an unequal educational system. Rural educators need to move beyond "special education" in rural settings, to address the entire range of student diversity in rural schools through a more comprehensive educational approach. This conceptual framework proposes to meet student needs beyond traditional special education categories while suggesting practical applications for rural educators to shape the classroom climate; to coordinate the instructional program; and to consider uses of rural language, history, and culture in the classroom. Rural school districts and teachers can be fully responsible for students, but they need not be solely responsible for meeting the diverse range of learning needs. Opportunities for the use of volunteer programs, business partnerships, classroom support services and support personnel should not be overlooked. This paper concludes that societal and familial complexities are no less significant in rural than urban schools, suggesting that separate programs or practices for each area of student diversity only perpetuates a fragmented system of service delivery. Contains 35 references. (TES)