In order to establish a tertiary educational sector that is able to provide equal opportunities to all students, it is vital that institutions diversify curriculum delivery and course assessment strategies. Although it may appear impractical to develop a course that takes into consideration the various learning preferences of all individuals, there appears to be room for improvement, especially in the areas of clarifying course objectives and following through with appropriately inclusive assessment strategies. This paper summarizes the literature findings concerning the use of speeded examinations and their implications and explores issues in relation to granting extended time in examinations to students with disabilities. Also, the reasons why academics choose to use speeded examinations and their attitudes towards unspeeded examinations have been explored through a pilot study involving 1 to 2 faculty members from each of 16 disciplines. Results indicated that some academics were uncertain about what constitutes a disability and others were unsure about how to ensure that students had sufficient time to finish. Many believed that there is a significant relationship between speed and the quality of response. It is suggested that unspeeded examinations provide more equitable and practical alternatives to examinations taken under tight time constraints. (Contains 1 figure, 6 unnumbered tables, and 34 references.) (Author/SLD)