Reasonable adjustment supporting special educational needs and disabilities: the case for digital skills

This chapter critically examines the evolving legal, ethical, and institutional responsibilities of higher education institutions in supporting students with disabilities and long-term health conditions. Framed by the Equality Act 2010 and recent landmark cases such as Abrahart v University of Bristol, United Kingdom, the authors explore the complex intersection between academic standards, professional accreditation requirements, and the duty to make reasonable adjustments. Through analysis of regulatory developments, legal interpretations, and the operational challenges faced by universities and professional, statutory, and regulatory bodies, the chapter highlights tensions between competency-based education and inclusive practice. Drawing on a case study from the British Computer Society’s accreditation process, it illustrates how flexible, competency-aligned assessment strategies can uphold academic integrity while supporting equity. The chapter ultimately argues for a proactive, systemic approach to inclusion, calling for curriculum redesign, staff development, and institutional accountability to ensure legal compliance and ethical responsibility in contemporary higher education.