Although higher education typically strengthens people with disabilities' chances to be in a competitive job market as a viable leverage to break away from poverty (Council of Canadians with Disabilities, 2014), the contemporary marketization of higher education within the era of neoliberalism has made degrees and diplomas increasingly unaffordable. The federal government responded to this predicament by increasing the Canada Social Transfer (CST) to offer up-front targeted funding to students with disabilities in 2008 (Kirby, 2011). However, virtually no literature has acknowledged whether financial grants meaningfully provide student with disabilities with an equitable opportunity to engage in post-secondary education (PSE). Using a critical discourse analysis (CDA) on government online materials that address federal and provincial disability grants for post-secondary students with disabilities in Alberta and Ontario, this thesis reveals how the neoliberal rhetoric of personal responsibility colonizes government disability grants and leaves students with "more responsibility" and "less control" over their finances in an already disabling world. / October 2015

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