Disabled students require full access to the higher education curriculum without suffering from discrimination due to their disability. This is a simple ethic of civilised societies, but is also increasingly becoming a legal imperative. In a relatively small number of cases access may mean accommodating manifest physical impairments such as those that can occur with sight, hearing, and mobility. In the majority of cases however a disability is likely to be far less obvious, such as dyslexia, mental health, or diabetes, but still necessitates special action from those delivering the curriculum. (Contains 2 tables, 9 figures, and 1 note.)