The world at large has experienced series of developmental changes through the first, second and third industrial revolutions which have impacted the interaction of human to human as well as human to machines. Through observable process and products, these revolutionswere dynamic with an unprecedentedeffect on all sectors of human development including education. Fortunately, persons with disabilities have being part of these revolutions but not without challenges which is yet to be resolved even in this digital age. Negative societal attitude, inequalities and difficulties in accessing quality education which is digitally motivated have negatively influence how persons with disabilities interact with their society in this present time. Previous studies have bemoaned various barriers to inclusion of persons with disability, recommended models of inclusion in this digital era but how persons with disabilities will cope and function meaningfully in the fourth industrial revolution (Industrie 4.0) remains a mirage. While the fourth industrial revolution is full of promises for improvement in human interaction, there are fears of negative implications as well. Persons without disabilities are skeptical about possible fear of job loss, depression amidst other challenges, persons with disabilities, particularly those in higher learning are still far from the needed information and skills needed in other to adequate be prepared for the future world of artificial intelligence and robotic society. Therefore, this paper conceptualize disabilities vis-à-vis how well they have related with digital technologies in this present time and thus provided template for institutions of higher learning on how well to prepare students with disabilities for the realities of Industrie 4.0.