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Abstract
This qualitative study explored academic advisors' perceptions of and experiences with academic advising students with disabilities (SWD), specifically how academic advisors perceive their SWD, their self-perceived roles in supporting SWD on their campuses, and their training around academic advising SWD. This study employed a structured thematic analysis approach, and found that academic advisor participants reported diverse definitions of disability and SWD; viewed SWD as resourceful and capable of academic success; were able to establish comfortable advising connections with SWD; served as advocates and liaisons for their SWD; faced and navigated institutional barriers themselves while working on behalf of their SWD; experienced professional rewards while advising SWD; lacked both knowledge and training around advising SWD, and received reactive and sufficient support to advise SWD from their supervisors and institutions; and engaged in self-directed learning and networking to better their professional practice with SWD. Recommendations for practice, training, and future research informed by the findings are made.