Education of students with disabilities has been a matter of concern for a long time in India and around the world. From birth, they are confronted with exclusion at the family,social, educational, political and economic levels. At the school level,students with disabilities are excluded from the general education system and sent to special schools. While their access to higher education remains almost limited due to various educational problems, students entering higher education also face various barriers such as structural, physical, social, emotional,resource, curriculum, and assessment issues. India's higher education system is a powerful tool for building a knowledge-based society. India's higher education system is a powerful tool for building a knowledge-based society.  Access to higher education institutions is as important for persons with disabilities as for any individual, as they can provide them with employment opportunities, poverty alleviation and social inclusion. Various laws and policies have been made for persons with disabilities at the international and national level such as ‘The Mental Health Act 1987, The Rehabilitation Council of India 1992, The Persons with Disabilities Act 1995, The Rights of Persons with Disabilities Act 2016,etc. The ‘Department of Human Resource Development’ (MHRD) has often issued several orders to all centrally funded educational institutions to provide an accessible environment. The Disabilities Act mandates the construction of buildings, ramps, platforms, lifts, wheelchairs, and disabled toilets. But even today, minimum services like ramps, tracks, and elevators are not available in various universities and institutions of the country. This article is an attempt to examine disability with a focus on higher education in India. Its objective is to study the policies and regulations specifically designed for students with disabilities in higher education in India and analyse their problems and solutions. Research data has been collected by using the case study method for primary data, and through books, research papers, articles and newspapers for secondary-level data. The article will try to find out the best practices involved in the process and suggest recommendations.

Key Words: Disabilities,Inclusion, Exclusion, Inclusive Education, Accessibility and Opportunities.