By developing and implementing strategies focused on in-clusive education that have allowed not only admission, permanence but also graduation of students with disabilities in higher education have become significant at the present time, in order to these students would take part in the con-struction and critical transformation of society. The main objective of this descriptive and quantitative study was to research on the different categories of adapted curriculum which are required for admissions, permanencies and grad-uation of students with as sensory as physical disability in higher education, in addition a questionnaire addressed to official higher education institutions (IES) was applied. The obtained results of this work have showed that several institutions have developed and used processes based on flexibility in curriculum that allowed the implementation of these adaptations, meanwhile several establishments lack of specialized training and information about this subject. On other hand, there exist as well attitudinal handicaps , communicative and accessibility that hinder to adapt edu-cational procedures to the needs of students with disabili-ties are also reflected within the IES. Finally, it is strongly recommend to implement a curriculum that promotes ad-missions, permanence and graduations of the mentioned students in institutions of higher education as local ranges as national.