This chapter adds to the questions of if and how the capability approach can be an innovative and useful way to assess, evaluate and develop the provision university students with disabilities and special educational needs receive. It argues that present, and possibly future practices of determining provision are problematic because they result from the still unresolved tension between within-the-person difficulties and external social and cultural barriers, giving rise and perpetuating a dilemma of difference. By applying the notion of capabilities, that is the substantive freedom people have to be and do what they have reason to value, the capability approach offers the advantage of broadening the informational basis onto which sound and effective provision can be assessed and develop, thus ensuring both quality and equality of education
