Lifelong learning aims to support the integration of every individual into the education process. Lifelong learning practices are important for people to feel competent and to improve their entrepreneurship and leadership skills. Acknowledged as fundamental as right to life, right to education may be constrained depending on education programs, personnel and learning environment. During the higher education period, which provides a basis for professional and social life, it is important to make regulations and adaptations required by those with various disabilities so as to provide opportunities to access education and create equality of opportunity. This study aims to look into academic and social regulations and arrangements regarding hearing impaired, visually impaired, autism spectrum disorder and those with orthopedic disabilities at higher education institutions in Turkey. Based on in-depth qualitative research method, this study analysed and evaluated the views of students with disabilities on the current regulations, arrangements and adaptations regarding their education process, social and academic needs. The data was obtained with the use of a semi-structured interview form, prepared by the researchers, through face to face interviews with every participant. Voice recorders were used and transcripts of the interviews were prepared by the researches. It is thought that the findings obtained from the content analysis will support the evaluation of academic and social participation of students with disabilities into higher education and help improve the quality of education in our country. (C) 2015 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center.