Advances in technology and course delivery methods have enabled persons with disabilities to enroll in higher education at an increasing rate. Federal regulations state persons with disabilities must be granted equal access to the information contained in computer-based instructional materials, but faculty at the six public universities in South Dakota may not be aware of the attributes needed to make computer-based instructional materials accessible. If faculty members are unaware of accessibility barriers in computer-based instructional materials, students who rely on assistive software to read computer-based instructional material will be unable to access necessary information. Failure to provide equal access to disabled students is a violation of the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act. In this quantitative study, the faculty members at the six public universities in South Dakota were surveyed to determine whether different demographics of faculty are related to the awareness of accessibility barriers in computer-based instructional material. Faculty age, gender, home university, presence of a disability, self-perceived skill level using a computer, and socially desirable responding were covariates. Ordinal regression analysis was used to determine if the faculty's awareness of accessibility issues can be predicted from any of the demographic characteristics of the faculty. Due to the non-normality of the distribution of scores on the dependent variable, an ordinal regression analysis was performed instead of the planned linear regression analysis. Based on the results from the ordinal regression analysis, the null hypothesis of this study was rejected since the combination of variables predicted awareness of accessibility barriers in computer-based instructional materials. It was concluded in the ordinal regression, Wald(1) = 11.54, p = 0.001, that self-perceived skill level in using a computer predicted awareness of accessibility barriers in computer-based instructional materials, although age, gender, and presence of a disability did not. Future research should include replication of the study at other universities, a greater amount of faculty respondents, the inclusion of additional demographic variables, and an experimental research design to test if increased skill level using a computer causes increased awareness of accessibility barriers. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]