This paper presents findings from a systematic survey of disabled and nondisabled students (N = 484) regarding their learning and assessment experiences at one UK higher education institution. This study builds upon previous work in the sector, utilising a research instrument employed by Healey, Bradley, Fuller and Hall (2006). It sought evidence to inform inclusive policy and practice for the benefit of all students, disabled or nondisabled. In offering further insight into the disabled student learning experience, the findings suggest that disabled and nondisabled students experience similar difficulties and barriers that have been discounted in previous studies
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