ABSTRACT
This chapter develops a case for how a spatial approach to examining disability in higher education enables alternative insights, thus reflecting the importance of considering space in research, programs, and practice related to students with disabilities. It also develops a case for the consideration of diversity of disabilities—that is, even within a larger category of "students with disabilities", there is a wide range of disabilities and subsequently a wide range of experiences of students with disabilities. There is a significant body of literature that asserts for a more authentic understanding of the issues that arise for students with disabilities on college campuses. To see how space and disability are fluid and historical, there is a need to consider how the two interconnected constructs are relational and interactional on both a macro and a micro level. Disability and spaces are both shaped by inequality and difference.
