This article examines the cognitive performance of students with disabilities in a modern higher education setting. It analyzes the psychological and pedagogical factors influencing the perception, processing, and application of information by students with various clinical groups. Particular attention is paid to the role of an inclusive educational environment, digital technologies, tutoring, and adapted educational trajectories. Based on current research, it is shown that the cognitive success of students with disabilities depends not only on their individual abilities but also on the quality of pedagogical support, the availability of educational resources, and the level of digital inclusivity at the university. It is concluded that a systematic approach to organizing inclusive education is necessary, taking into account the cognitive and emotional-volitional characteristics of students.  

Students with disabilities, inclusive education, cognitive performance, cognitive processes

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