This study examines the role of assistive technology (AT) in the academic performance of students with disabilities (SWDs) in Slovakia, a country making notable progress in inclusive higher education. The study utilizes a broad range of studies about assistive technology, academic performance, and inclusive education, predominantly from the domains of special education and social work. The study uses qualitative methods, specifically semi-structured interviews, to explore the experiences of SWDs with AT. Framed by the social model of disability and empowerment theory, the research examines the perceived impact of AT on academic outcomes, identifies barriers SWDs face in accessing and using AT, and analyzes how university counseling centers allocate these technologies. The findings of this study show that assistive technology (AT) greatly helps university students with disabilities by making learning easier and more accessible. Students used many types of AT tools, both software and hardware, to support their needs. Most students had very positive experiences, saying AT made them more independent, confident, and able to participate in their studies. It helped them finish tasks faster, be more accurate, understand material better, and improve their grades. However, some students faced problems like learning how to use new tools, technical issues, or not enough training, which sometimes slowed them down. The thesis emphasizes interdisciplinary work in social work. It suggests that social workers support students with disabilities using assistive technology, empower them, and collaborate with educators to promote inclusion. Through advocacy and support, social workers can help these students succeed academically.