It is well known that disabled students face a myriad of barriers to inclusion while navigating higher education. Institutional policies and practices serve as fundamental drivers to the operation of a university and, as such, play a significant role in the support, experiences, protections, and inclusion of disabled students. This study critically analyzes the current state of disability-related institutional policies and practices across five large U.S. higher education institutions through a content analysis of their student support-related websites. As much of the analysis criteria for assessing disability inclusion are based on adherence to legal requirements, our findings showcase the extent to which universities meet or fail to meet the mere minimum accessibility legal requirements. Further, this paper extends beyond the evaluation of legal adherence to present a more comprehensive assessment of the current state of structural institutional support, marking a necessary first step for enhancing disability inclusion within higher education. We offer implications for improved disability support and enforcement of disability-related policies and practices within U.S. institutions of higher education.