Teachers are expected to cater for the diverse learning needs of students in their classes including by the provision of reasonable adjustments for students with disabilities that impact their learning. In this paper we problematise the notion of reasonable adjustments for students with intellectual and developmental learning difficulties. Drawing on qualitative survey data, we make the case that with few exceptions the needs of these students can be met using inclusive approaches to teaching that benefit all students. We conclude with concern that restricting teachers' freedom to provide differentiated instruction for students risks breaching legal obligations.