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The Americans with Disabilities Act (ADA) was enacted in 1990, comprehensively addressing the life needs and civil rights of people with disabilities (PWDs). Although the ADA would prohibit discrimination in the workforce, public services, transportation, and information, therefore spurring efforts by private and public institutions to plan for and adopt accessible environments and practices, the actual voice and experience of PWDs often remains unacknowledged, even on university campuses and in academic programs that purport to have progressive ideals. This chapter examines the efforts made by one midsized, comprehensive, American university not only to remove architectural, social, and academic barriers to student success as required by law, but to establish an academic voice for the disability experience and the disability rights movement through the newly founded Accessibility Studies Program.

The chapters in this book focus on student experiences in higher education and how those experiences shape their identity and influence their academic success. This volume focuses on the key factors in identity development and how student experiences in formal, nonformal, and informal learning activities help shape their identities. This volume discusses the main theories and concepts involved in identity formation and how educators can increase their understanding and importance of identity in education. This volume argues that all forms of learning can create a more engaging and democratically oriented student experience. This volume also argues that inclusive leadership is an important factor in cultivating a rich and dynamic learning environment and bringing about greater equity and inclusion in teaching and learning.