As the number of disabled students in higher education has increased in recent years, teaching them in compliance with public policy while maintaining academic standards has become a crucial issue. The access of disabled students to programs and to the curriculum are two separate but inter-linked features of such policies. This paper reviews the key features of the major four anti-discrimination laws and outlines the key adjustments to the curriculum for these students that are needed in response. It then outlines and discusses the current research on these adjustments. Four curriculum adjustments are explored: presentation format, response format, timing, and setting. The policy and practice of the curriculum adjustments have implications for academic staff. Research priorities are set out in relation to the attitudes of disabled students, academic staff, managerial or support staff, and non-disabled students.