| Sumario: | Background: Sensory impairments, such as visual impairment, deafblindness, deaf or hard of hearing (DHH), muteness, and Sensory Processing Disorder, present significant challenges for students in higher education. These challenges include difficulties in accessing information, participating in discussions, and adapting to academic environments. Objective: This review aims to explore advancements in assistive technology that support sensory-impaired individuals in higher education and identify existing gaps in accessibility, usability, and educator preparedness, aligning with (UNSDG) (United Nations Sustainable Development Goals) 4's goal of inclusive lifelong education by 2030. Methods: We conducted a systematic literature review of 68 studies focussing on technological solutions such as assistive devices, adaptive learning platforms, and communication tools designed to enhance accessibility and inclusion in academic settings. Results: While various assistive technologies have improved access, disparities in resource availability across institutions persist. Many educators lack adequate training to effectively integrate these technologies, and infrastructure limitations further hinder their use. Conclusions: The findings underscore the need for further research to address accessibility gaps and improve educator training. By enhancing the adoption of assistive technologies, higher education institutions can create more inclusive learning environments, ensuring equal opportunities for all students, regardless of sensory impairments.
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