Infrastructure seeking to deal with accessibility has often tried to combine and target all realms of disability and impairment, though some disability requirements exist in tension with others. Consequently, others disabilities are neglected with this approach.\

The needs of those who don't meet the normative ideas of disability are often neglected and deemed "special treatment"

Accessibility in study spaces should include mobility impairments (ex. elevators) but should also include assistance with technologies to communicate and/or study and other accommodations put in place where reasonable (ex. extended due dates)

Two common goals in meeting accessibility needs are as follows: specialized services provided so that students can fully participate in their course and physical accessibility on campus

Fairness in terms of the availability of study rooms and designated spaces is another concern (especially when spaces are specialized to be more quiet or small)

Sense of belonging in study areas that target accessibility is a concern for students

Diversification of study materials amid increased use of technology should be considered (i.e. thinking about the impact of online based study materials on those with "print disabilities")

Accessibility is commonly approached by grouping multiple disabilities instead of taking time to find what works best for individual disabilities and the variation within them. While this approach makes sense logistically, it does not always lead to the best outcome. For example, someone who has a walking impairment will not share all the same needs as someone who has a writing impairment.

Attitudinal barriers are still very prevalent, further emphasizing the need for awareness as to why these accommodations are necessary, in order to make the people who need them more comfortable using them as even if the accommodations are there, some individuals might feel as though they will be judged for using them. This can be especially true for those with invisible disabilities as these individuals are frequently misunderstood and not viewed as disabled because they "don't look it".

Though ramps and slopes are situated around the school, the topography seems to make navigating the school more difficult, with ramps and elevators positioned around corners or edges, and cracks in the pavement possibly causing problems for wheelchair users.

While buildings such as Togo Salmon and Kenneth Taylor have underground hallways that connect them, buildings at McMaster tend to be spaced out from each other, and with the possibility of having classes scheduled in different buildings, getting to classes on time could be harder for students with physical disabilities.