Implementing the principles of inclusive education in higher education poses challenges, originally being developed for disabled students. As more students with disabilities successfully complete early schooling, the need for inclusive practices in higher education has grown. This research aims to share insights into inclusive practices within higher education, organized into three sections: describing the current situation of inclusive education for students with disabilities, reviewing literature on existing IoT technologies assisting students with disabilities in higher education, and discussing the necessary policies, strategies, processes, and actions to create a truly inclusive university setting that ensures success for all students. Disabled students often encounter additional learning difficulties due to physical or mental disabilities. This study reviews IoT technology-supported special education research, considering dimensions such as learning devices, strategies, domains, research issues, subjects, levels of disabilities, and learning environments. Results show recent studies, with a growing diversity in learning devices and applications. Data collected on UN-recognized countries, categorized over the economic condition, along with information on disabled populations, reveals disparities in opportunities for higher education. Developed countries, equipped with more resources and technologies, tend to have more inclusive educational systems. Conversely, there is a lack of data on disabled students in poor countries and their educational circumstances. The article highlights the use of IoT technologies in different countries, providing a breakdown of computing techniques and comparisons to determine suitable options demographically.