The voice of disabled students is increasingly being heard, as their experiences of higher education have been a subject of interest to researchers for over a decade. However, many studies have considered the disabled student ‘experience’ of university without any concerted focus on what are key activities for any university: teaching and learning. Previous research into the disabled student experience of university has tended to focus on physical and attitudinal barriers to accessing higher education (Baron et al., 1996; Borland and James, 1999; Tinklin and Hall, 1999), or more specialised areas, e.g. employment of personal assistants (Parker, 1999); negotiation of environments and identities (Low, 1996); and the experiences of students with learning difficulties (Boxall et al., 2004).