The emergence of the digital campus, and the rapid convergence of previously disparate methods of communicating information, presents both a risk and an opportunity for people with disabilities. The imminent risk is that non-inclusive design of the digital campus will irreparably widen the digital divide within higher education, to the detriment of learners and educators with disabilities as well as to society as a whole. The opportunity is to use emerging tools and technologies to create more learner-directed, flexible, multi-modal learning environments, thereby reducing barriers and advancing education for all learners. This paper presents the perspectives of two centers of expertise on inclusive teaching and learning: ATRC (the Adaptive Technology Resource Center) at the University of Toronto, and Project EASI (Equal Access to Software and Information), a core activity of the TLT Group, the Teaching, Learning and Technology affiliate of the American Association for Higher Education. Initiatives that reduce barriers and advance educational practice are discussed, and strategies for harnessing the patterns of "converging and emerging" trends to create a more accessible education environment are proposed. (AEF)