The article addresses the accessibility of higher education in Estonia for students with disabilities, pointing out the assurances made by the Ministry of Education and Research that higher education is open to all motivated and capable candidates. However, it emphasizes that the actual experience for these students often begins with physical barriers such as icy sidewalks, inaccessible lifts, and rigid attitudes rather than within the classroom itself. Personal experiences collected from across Estonia demonstrate that accessibility in higher education is not merely about infrastructure but also a test of systemic responsibility, collaboration, and attitudes towards inclusion.

Despite the Ministry's declaration of support, there are significant impediments that hinder not just the physical access to educational facilities but also access to information and learning content. The article references a comprehensive framework described by Gross and Korts-Lau (2017), identifying three main components of educational accessibility: freedom of movement, access to information, and access to educational content. These elements highlight that merely allowing applications from all students does not equate to providing a genuinely accessible educational environment.

Overall, the article underscores the urgent need for a more inclusive approach to higher education that actively addresses these systemic barriers, ensuring that all students, including those with disabilities, can engage fully in their educational journeys. It calls for a reevaluation of existing practices and the implementation of more flexible, collaborative policies that encompass the diverse needs of all learners in Estonia.