This monograph presents information on college freshmen with disabilities based on data collected by the Cooperative Institutional Research Program, a longitudinal study of the American higher education system that includes 469 institutions and 275,811 students. Section 1 presents highlights of the 1998 freshman survey and includes personal and family background, high school preparation and matriculation to college, college and career expectations, self-perceptions, and opinions. Section 2 provides data on differences by gender among full-time freshmen with disabilities. Section 3 highlights the types of disabilities, including learning disability, partial sight or blindness, health-related disability, orthopedic impairment, hearing impairments, and speech impairments. A summary identifies trends such as: (1) the proportion of freshmen reporting disabilities remained at 9 percent between 1991 and 1998; (2) students with learning disabilities continued to be the fastest growing group, with two in five freshmen with disabilities reporting a learning disability; and (3) although freshmen with disabilities were still more likely than nondisabled peers to enroll in two-year colleges, a higher proportion of 1994 students with disabilities was enrolling in four-year institutions, compared to 7 years earlier. Three tables in the appendix provide additional data on freshmen characteristics. (Contains 13 tables and 4 figures.) (CR)