Promoting inclusive universities involves not only overcoming institutional barriers, which have been widely identified in the academic literature, but also creating structures that support students through out their academic careers. This articleis a summary of research in to the perceptions of access to higher education by young people with disabilities. Current trends are describe dregarding the purpose and role of social institutions as agents of social inclusion; the social functions of the educational system; inclusive higher education based on mobility of different types: incentive for social mobility; attitudes towards social inclusion in the academic environment; strategies for developingthe inclusive system conditional on the quality of the staff. The process of academic and social inclusion of students with disabilities requires a complex approachto social, psychological, pedagogical, psychophysiological, personal-individual, motivational, etc. components.