Needs vary considerably even within this single category. What one student needs to participate fully may be unnecessary, or even unhelpful, for another — asking directly, rather than assuming from a diagnosis or from what a previous student needed, is consistently identified as good practice.
Fatigue and fluctuation are easy to underestimate. A student who manages well one week may struggle significantly the next, without any change in commitment or effort — a pattern that superficially resembles ADHD's inconsistent performance but has a different underlying cause.
Etiquette matters more than it might seem: how a teacher approaches, addresses, and offers help to a student affects that student's sense of dignity and autonomy independently of whatever physical adjustment is also in place.
Common assumptions to avoid: that 'mobility difficulties' means one fixed and predictable set of needs; that a wheelchair user always wants help moving or wants their wheelchair pushed; that a fluctuating condition means a student is inconsistently committed rather than genuinely affected day to day.