The accessibility of public spaces is a major area of importance in urban planning and disability studies. However, post-secondary campuses often lack comprehensive evaluations of pathway accessibility. For students with disabilities, inaccessible pathways create significant barriers to academic, social, and community engagement. Additionally, the absence of clear and reliable communication about accessible routes further compounds these challenges, leaving students without the necessary information to navigate their environment safely and confidently. This study addresses these challenges by developing and testing a methodology to evaluate and communicate pathway accessibility, with an emphasis on the needs of individuals with mobility impairments. Grounded in the principles of disability justice, universal design, and geospatial mapping, the research integrates tools such as Geographic Information Systems (GIS) to assess campus infrastructure and produce accessibility maps that identify barriers and highlight the most navigable routes. As part of this process, a scoring system was created to evaluate key pathway features such as slope, width, surface condition, material, and the presence of obstacles. This system was applied to large portions of the University of Massachusetts Amherst (UMass Amherst) campus to produce an assessment of pathway accessibility. The findings revealed that while many walkways met accessibility criteria individually, gaps in network continuity and steep slopes created major barriers to seamless mobility across campus. Using UMass Amherst as a case study, this research aims to contribute to ongoing efforts to create more inclusive and navigable environments throughout higher education.