The integration of students with motor and communication disabilities represents a significant challenge within the educational context. The International Classification of Functioning, Disability and Health (ICF) defines disability as the result of the interaction between an individual’s health and contextual factors. This underscores the importance of appropriate technological tools to facilitate cognitive, emotional, and social-relational development of students with disabilities. In this context, assistive technologies emerge as pivotal instruments to facilitate school, social, and work inclusion, markedly enhancing students’ quality of life. The advent of innovative technologies, including augmented reality (AR), virtual reality (VR), and generative artificial intelligence (AI), presents potential for enhancing the effectiveness of traditional assistive technologies, such as eye tracking. These technologies have the potential to eliminate temporal and spatial barriers to learning, thereby enhancing student autonomy and accessibility to educational resources. Through systematic review methodology, this study evaluates the impact of AI-supported AR/VR applications on educational methods for students with motor and communication disabilities, compared to traditional approaches. The findings suggest that emerging technologies have the potential to facilitate greater inclusion and academic achievement than established assistive technologies alone. This is of particular significance for higher education contexts, where complex academic demands require sophisticated technological support.