Analysis of student identity can make an important contribution to understanding the different ways that students respond to the challenges and opportunities at university. Students classified as having the same disability according to their institution’s system of categories had different, and sometimes contrasting, responses to the same reasonable adjustment or special provision. For example, we heard that some were delighted to receive laptop computers and dictaphones and considered them essential tools for study; others regarded them as, at best luxuries, or at worst an embarrassment.