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: 1. What views of disability, access, equity, and inclusion do faculty have before the FLC, and how do these views shift during the course of the learning community? 2. How do faculty teaching practices change over the course of the semester while being involved in the learning community? 3. How does student participation (verbal and nonverbal) change over the course of the semester while faculty are in the learning community? 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. Because faculty incorporated more inclusive teaching practices, disabled and nondisabled students demonstrated increased engagement. In some cases, student contributions nearly doubled, with up to 97% participation when faculty members employed diverse engagement techniques. This research contributes to the 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.]