This paper examines the strengths and limitations of the Ontarians with Disabilities Act (ODA) accessibility plan prepared by one post-secondary education institution in Ontario, Canada, during the 2004/05 academic year. The paper focuses on ways the intersectionality between disability and gender is not voiced in the plan and its implications for female students with disabilities in post-secondary educational institutions. It is argued that future accessibility plans need to pay attention to these intersections and, therefore, frame their initiatives in a manner that would address systemic sexism and inequitable power relations that serve to marginalize persons with disabilities, particularly women, hence rendering them marginal in post-secondary educational contexts. (Contains 1 table and 4 notes.)