Remote laboratories have developed to an extent that they are now regularly used in the teaching and learning of the STEM (Science, Technology, Engineering and Mathematics) subjects within higher education institutions. The available resources of these remote laboratories and the user experience are usually designed with ease of access for students who do not have a disability - either a mental impairment or physical disability. However, the learning experience can be different between students who do not have a disability and students who have a disability. Therefore, the design of the learning experience should consider all potential users and be set-up so that a disability is not a barrier to full participation. This paper will consider the design and role of the remote laboratory in the student learning experience and will consider how the remote laboratory can be set-up to provide full access to all students.