We examined the process of implementing support for students with disabilities at 16 of 285 Japanese academic libraries, using the Modified Grounded Theory Approach (M-GTA) for interview analysis. We found that support was introduced simultaneously through daily library operations, and was tailored to the needs of individual students. Training and collaboration were also undertaken concurrently. To encourage independence, librarians held workshops on information searches, promoting inclusion. When providing reference service, librarians made efforts to understand these students' needs. Training also expanded librarians' recognition of the library (e.g., to see the library as a place to belong for students). Collaboration with other departments, information sharing, and communication within the library were also implemented to bridge gaps in staff understanding when dealing with students with disabilities. Sharing information led to guidance on library referrals by other departments and helped librarians' select materials.