IntroductionThe Americans with Disabilities Act of 1990 states that a person with a disability (1) has a physical or mental impairment that substantially limits one or more major life activities, (2) has a history of such impairment, or (3) is deemed to have such impairment (42 USC 12101 [2]). Students with disabilities experience specific difficulties that negatively impact their academic and social engagement. However, their needs are often not met by higher education institutions compared to other student identities. This stems from the stigma surrounding disability in our society. Children are taught from an early age that it is inappropriate to ask a person with a disability about their experience. These children grow up to be adults who feel uncomfortable being around those who may have a disability. This literature review will analyze issues that impede the social and academic engagement of students with disabilities and provide recommendations on how to help remove the barriers. This article will examine the demographics of this student population, offer theoretical lenses to frame the problem, explore the barriers that students with disabilities face, and offer some practical findings designed to help this student population feel engaged at the institution. Demographic Information The number of Students with disabilities attending college has increased over the past 40 years. In 1978, students with disabilities represented 3% of the total student population in the United States. In 2008, these students made up nearly 11% of the total student population. These disabilities are both physical and mental. Among incoming first-year students with disabilities, more than 40% have an average level of homework that prevents students with disabilities from engaging academically and socially. This is done by increasing the interactions that students with disabilities have with faculty, staff members, and other students. These interactions will work to break down the stigma that comes with having a disability by educating people about what students with disabilities have experienced at the institution. Social and academic disengagement stems from institutional and attitudinal barriers that have been ignored for decades. Students with disabilities should not label themselves as incompetent compared to their peers. Through partnerships between student affairs professionals, faculty and students with the goal of understanding the needs of students with disabilities will help create an inclusive environment for this unsupported student population.