A growing number of students with disabilities are studying in higher education. However, many tertiary institutions are not prepared to make accommodations and support these students. Research on the effect of feedback for these students is often limited, in particular on their experiences and perceptions. This presentation aims to investigate how these students’ experiences foster an agentic role in the feedback process. The review spans the period of 2011 to 2021 and uses systematic and specific methods to locate, select and critically evaluate research relevant to the topic. Qualitative, quantitative and mixed methods studies are included. This literature reviewed the following themes: emotional responses, barriers and students’ approaches (active versus passive) to feedback. Questions of social justice in terms of catering these students needs and supporting them to become independent emerge from the review and are considered and critically discussed. Implications for further research outlined in this presentation will include recommendations for future research.