College students with disabilities face institutional challenges related to pursuing their education. In addition to the developmental changes that occur during young adulthood, these students also must overcome obstacles involving inaccessible environments, programs, services, and instructional approaches. Colleges and other service providers are not handling the transition from high school effectively, creating subsequent education-related problems for individuals with disabilities such as low enrollment, low retention, and low graduation rates. Under the Americans with Disabilities Act (ADA), Colleges and universities are legally mandated to accommodate students with disabilities with technology to address barriers to learning and engaging in their educational experience. Furthermore, with innovations and various forms of technology becoming increasingly popular and available, can students with disabilities use technology to engage educators and inform them of their needs? The following three research endeavors, an integrative review of literature, autoethnography, and digital storytelling project, seek to examine the benefits and barriers associated with the provision of technology on college campuses and highlight the role of narrative in reshaping power dynamics between students and educators regarding technology use. [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.]