Focusing on learning support provision as a positive force in higher education, this is a examination of the continuum of inclusive education from school to further and higher education. The authors assert that, with appropriate support, students whose learning disabilities would have denied them access to higher education, can now participate in it and achieve success. They give examples of creating university, faculty and departmental policy for learning support, and provide national and international perspectives. The implications for staff expertise and training, and resource requirements, are discussed, and the question of whether there will be a group of special needs universities, is examined.