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This chapter explores the use of mobile devices in supporting practice based learning for health and social care students and practitioners, against a background of current UK disability legislation. The authors present the ‘Mobile Enabled Disabled Students’ case study in depth, accounting for its methodology and discussing the outcomes and implications. They will demonstrate how the features of mobile devices can support the organisational, memory and writing needs of dyslexic students specifically and how they can add value generally to learning and assessment processes. They make recommendations for implementing mobile assessment for practice learning based on a theory of mobile learning designed for accessibility.