This dissertation explores the experiences of disabled students in higher education and strategies for creating more accessible learning environments. Despite increasing enrollment, disabled students remain marginalized in diversity efforts, with current approaches focusing on individual accommodations rather than systemic barriers. The research addresses gaps in faculty knowledge about disability and accessible teaching practices through a mixed-methods study. An intervention program was implemented with STEM faculty, creating a Faculty Learning Community (FLC) that participated in training sessions and reflective practice cycles over one semester. Data was collected through faculty interviews, classroom observations, and FLC debrief sessions. Three research questions were addressed: How do faculty views on disability, access, equity, and inclusion shift during the FLC? How do faculty teaching practices change over the semester? How does student participation change while faculty participate in the FLC? Results show significant shifts in faculty understanding of disability, moving from a limited focus on physical impairments to a more nuanced view encompassing invisible disabilities and institutional barriers. Faculty incorporated more inclusive teaching practices, leading to increased engagement for both disabled and non-disabled students. In some cases, student contributions nearly doubled, with up to 97% participation when diverse engagement techniques were employed. This research contributes to literature on disability cultural literacy in higher education and demonstrates the potential for targeted faculty interventions to create more accessible learning environments. By integrating disability justice principles with Universal Design for Learning, the study offers a model for enhancing equity in STEM education. The findings underscore the need for systemic changes in institutional approaches to disability, moving beyond individual accommodations to address broader structural barriers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]