This paper discusses disadvantaging situations that deaf students encounter in higher education in Sweden. We report two recent cases of deaf students' academic welfare being put at risk. We foreground in these cases the 'odd situations' that arise when provisions that fail to access the particular nature of deaf experience also fail to secure deaf students' participation rights, to be and become the deaf person they wish to be, lead the life they wish to live, and so on. Often, the 'oddness' of the situations that arise is in part indicated by no-one involved lacking in good intentions or not doing their very best: there is no lack of good will, but a lack of shared understanding. What deaf students know differently is rarely present in deliberation and not part of forward planning. We infer that situations of this sort reflect epistemic injustice. We propose that this form of formative epistemic injustice -- educators not taking on board what deaf students know -- can perhaps be overcome by higher education institutions proactively involving deaf students in matters that concern both them and future deaf students.