Artificial intelligence (AI) is increasingly influencing higher education and creating new possibilities for developing more inclusive learning environments. Inclusive higher education requires universities to respond to the diverse academic, physical, linguistic, and social needs of students rather than relying on a single model of teaching and learning. Students with disabilities and learning difficulties may experience particular barriers in reading, writing, communication, accessing educational materials, participating in classroom activities, and using university services. Recent research indicates that artificial intelligence can help reduce some of these barriers through personalized learning, assistive technologies, generative AI, speech recognition, translation, accessible digital materials, and adaptive educational systems. However, the evidence also demonstrates that AI does not automatically produce inclusion and may create new barriers related to cost, digital literacy, reliability, privacy, and academic integrity. This article examines the role of artificial intelligence in improving inclusive higher education, with particular attention to students with disabilities and other learners who require flexible educational support. Empirical evidence from recent studies involving students in the United Kingdom, Switzerland, Spain, Greece, Palestine, and other higher education contexts is discussed. The article argues that AI can improve students' educational and social experiences when it is implemented as a complementary tool alongside teachers, tutors, accessibility specialists, and other university support services. The development of inclusive AI-supported higher education should therefore focus not only on academic achievement but also on accessibility, participation, student autonomy, communication, and students' wider involvement in university life.