Young people and young adults living with disabilities (physically disabled persons [motion impairment]), persons with hearing impediments [sensory impairment], visually impaired persons [sensory impairment], persons with severe speech difficulties [speech impairment], persons with dyslexia, dysgraphia, dyscalculia [mental developmental disorder], and autistic persons) have had the opportunity to participate in higher education for almost 15 years. A growing number of the members of that group have entered higher education and have become more and more active in recent years, which is the result of loyalty and social openness that is due in part to education. In my presentation and study, I aim to provide an overview of the situation of disabled students participating in higher education in the last 15 years, in particular the milestones of this process, legal and social environment, and support network. By following the timeline, integration issues that are considered to be of importance from an educational point of view and need to be addressed within the framework of higher education – such as institutional role, the relationship between ablebodied students and students living with disabilities, institutional responsibilities, and special services for students with special needs – need to be highlighted. A further important point to note is whether human rights are fully respected within that institutionalised framework of education.