Despite calls for a move away from individual adjustments toward a fully inclusive design for learning, the practice of applying institutional reasonable adjustments for disabled students persists in UK higher education. Previous research suggests, however, that these adjustments are often generic and do not appropriately address individual students' learning needs. If the practice is to continue, therefore, it is incumbent on higher education institutions to ensure current policies and procedures are fit for purpose and lead to increased accessibility for disabled students. This article presents a small‐scale developmental evaluation of Reasonable Adjustment Plans (RAPs) for students with specific learning differences at one large, post‐92 institution. Findings from 16 interviews indicate that despite some positive feedback, RAPs are not always well received by students and do not always lead to enhanced inclusion. A number of changes are recommended for practice, including stream‐lining existing processes, implementing a RAP review and focusing on relationships with faculty staff.