The concept of “disability” should be interpreted in broad terms including both present and past conditions as well as subjective components based on perceptions of disability. These subjective components determine disability in relation to individuals’ interactions with their environment: in the ways buildings are constructed, in the performance standards used to assess individuals, and in the ways individuals are expected to engage in daily activities. This interpretation of disability is referred to as a “social model” and places responsibility for overcoming accessibility barriers onto entire communities. This OUSA policy uses a social model of disability to offer recommendations that ensure all willing and qualified students in Ontario are able to access and excel within the post-secondary education system.