Effective interaction facilitated by interpersonal communication is crucial among students, lecturers, and administrators; however, it presents a significant challenge for inclusivity, particularly for students with disabilities. While interpersonal communication serves as the bedrock of educational engagement, for students with disabilities, it also unveils barriers that hinder their full participation in academic life. However, for the Persons with Disabilities (PWD) community, communication challenges are often a major barrier to an inclusive learning process. This systematic literature review (SLR) study aims to identify, analyse, and synthesize the latest research related to inclusive communication issues, experiences of PWD, and interpersonal communication strategies in the context of higher education. The analysis was conducted using articles published between 2016 and 2025, with a specific focus on barriers, facilitators, perceptions, and support mechanisms for students with disabilities at universities. The results of this SLR show four main themes: (i) communication barriers and attitudes, (ii) institutional responsiveness and support strategies, (iii) policy gaps and staff training needs, and (iv) the importance of mainstreaming inclusive communication in building a university culture that respects diversity. The study asserts that universities need to not only provide physical facilities but also implement communication strategies that recognize the rights, voices, and needs of the PWD community in the university. These findings have implications for policymaking, curriculum design, and social awareness programs at the university level, particularly in fostering a truly inclusive learning environment.
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