Inclusion of people with disabilities in higher education institutions is not without challenges, and this study aims to shed light on those challenges and possible solutions to overcome them from the perspective of the rights of disabilities in higher education and to improve their quality of life. In addition, the aim is to support the efforts undertaken by higher education institutions in achieving sustainable development goals. This study followed the descriptive-deductive approach by analysing published literature of the problem and comparing it with stakeholder’s opinions and with previous literature published on similar problems facing other institutions. Therefore, the researcher identified appropriate theories for solving the problem in this environment. Accordingly, a conceptual framework was developed that helps to achieve a comprehensive vision for the inclusion of people with disabilities in higher education institutions from an educational, psychological, and social perspective considering global demands to achieve more inclusive societies with equal opportunities for all. The framework was built using several dimensions of inclusive education, self-determination theory, and social capital theory. The researcher was able to determine the environment for this framework and suggest several recommendations. The inclusion of students with disabilities in higher education requires collective actions between civil society, government agencies, private sector and the students themselves.