As diversity is increasing in higher education, the number of students withdisabilities (SWD) grows. In parallel, technological development and onlineeducation change the conditions for teaching and learning. Previous researchindicates that the digitalisation provides both challenges and opportunities forequal participation. This study explores the experiences of SWD in online highereducation, using the Communities of Inquiry model as a theoretical framework.A questionnaire with 6256 students (430 SWD) examines the differences andsimilarities between SWD and other students in online courses. The results showthat SWD are a heterogeneous group with diverse needs and preferences, and thatonline education can offer both advantages and disadvantages for them. The mainadvantages are using technology to compensate for disabilities, enabling moreequal participation, and the flexibility and convenience of online courses. The mainchallenges are difficulties in planning and self-regulation, decreased motivationand increased stress, perceived uncertainties about examination requirementsand proceedings and the unfulfilled need for interactive environments andfeedback. The importance of faculty–student relationships is highlighted, and thesignificance of clarity and accessibility, feedback and interaction and flexibilityand variation in creating inclusive online courses is emphasised. Implications forpolicy and practice are suggested.