Inclusive higher education in Ghana is essential for ensuring equitable access and opportunities for students with disabilities. This study examines the current landscape of inclusive education in Ghana’s higher education system, focusing on perceptions of disability, legislative frameworks, and cultural influences. Through a comprehensive literature review, the study identifies both the benefits and challenges of inclusive education. Findings indicate that while inclusive education enhances academic performance and social integration, negative societal attitudes, discrimination, and stigma remain significant barriers. Despite Ghana’s commitment to international agreements like the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and the implementation of legal frameworks such as the Persons with Disability Act (Act 715), gaps in enforcement, inadequate infrastructure, and limited teacher training hinder progress. Additionally, cultural beliefs and traditional perceptions of disability continue to shape policy implementation, often reinforcing exclusion. The study underscores the need for stronger policy enforcement, increased public awareness campaigns, and targeted teacher training programmes to foster inclusive learning environments. Addressing these challenges through stakeholder collaboration, legislative reinforcement, and cultural transformation can advance Ghana toward a more inclusive and equitable higher education system. Future research should explore strategies for effective policy implementation and the role of community engagement in changing societal perceptions of disability.