Services exclusively for people with disability should be the exception rather than the rule. Most services for students with disability should be provided by the organisational unit responsible for similar services for other students. This inclusive approach is more effective than a separatist or specialised one. For example, ICT services for students with disabilities often are more efficient and less alienating when offered in regular computer laboratories.
Inclusive approaches respond to a diversity of needs of all students not just those with disability, anticipating difference and giving all students the best possible opportunity to learn. Inclusive approaches also save the institution time and money by minimising the need for one-on-one support and specialised services while ensuring compliance with disability related legislation.