As a result of legal protections and the effects of inclusive reforms (e.g., improved academic skills, heightened expectations), more students with disabilities are entering higher education than ever before. The priorities and understanding of university faculty members directly shape the educational experiences and success of the rapidly growing group of college students with disabilities. Previous research in this area has focused primarily on faculty members' knowledge of legal issues, general attitudes toward students with disabilities attending college, and willingness to make accommodations. This study expands the extant knowledge base by examining the priorities and understanding of 307 faculty members at an 8-campus university system regarding university students with disabilities in the following areas: Legal, Accommodations-Willingness
