According to statistics, currently, approximately 4% of individuals with disabilities or incapacity for work are enrolled in higher education institutions of the Russian Federation. Thus, according to this figure, it is clear that higher education in the Russian Federation is available to a limited number of individuals with disabilities or incapacity for work. To involve more people with disabilities in the higher education system, it is necessary to create special conditions that make training possible and attractive for these individuals. The growing disparity between healthy and physically disabled people has recently created more and more contradictions and crisis situations, due to which the world community is faced with global questions concerning the possibilities of the future existence of human civilization. These dangers to society have become particularly acute in recent decades; this is evidenced by the awareness of the need to develop a concept of sustainable development. The meaning of the original English concept is self-sustained development, i.e. the development of the society that is kind of consistent with the state of all its components, as a result of which society should be considered as a single holistic system. The aim of this study is to determine the role and place of inclusive education in developing the concept of sustainable development of society as a whole. To achieve this, the authors propose to identify the problems that both ordinary students and students with disabilities may face when studying at a university and to outline ways to solve them in order to ensure that the interests and needs of all participants are taken into account and balanced, as it is impossible to ensure the sustainable development of society in a socially unfair world.