There are clear common practices among disability support within Australian higher education. These include the institution of the DLO, altering the form of assessment and providing access to information in different formats. These common practices support the participation a higher percentage of students with certain disabilities, mainly those with a physical and sensory impairment. One of the issues this paper explores is whether a different mode of practice would be more successful in supporting the participation of students with a disability such as mental health conditions. It will suggest that solutions to these issues need to be at a policy rather than practice level.