College students with disabilities are an overlooked minority population. However, they comprise an ever-increasing student population in postsecondary institutions. Yet students with disabilities do not persist or graduate at rates similar to their able-bodied peers. People with disabilities have historically been viewed as a low-status group and have been excluded from various social, educational, and economic benefits of citizenship. This study used a critical theoretical lens of social dominance theory to explore ways that higher education may be complicit in perpetuating discrimination and inequities through policies or discourse found in the content of student disability and diversity office websites. Key to critical discourse analysis are concepts of power relations and how unmasking hidden meanings allows for emancipation from domination through self-reflection and awareness. The thematic analysis revealed that discourse found on disability service office websites perpetuates discrimination and ableism by viewing disabled students through a neoliberal lens, perceiving disabled college students as needy, and creating unintended barriers resulting from tensions between employing a medical model while heralding their commitment to access and inclusion. The impact of these themes on disabled students is reflected in their experiences on campus and how they perceive the campus climate and culture and feeling welcome on campus. Recommendations for higher education leaders to create equitable experiences and meaningful inclusion for disabled students include implementing a campus-wide approach to universal design strategies and creating disability identity spaces similar to other marginalized identities such as racial minorities and LGBTQ+ identities. [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.]