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The recognition of the right and access to education of all the people with disability, without any type of discrimination and in equality opportunities and treatment, supposes an advance towards the restoration of an educational inclusive system. In the matter, this article chases a double objective: on one hand, the identification of strategies for the access and the students' permanency with disability in high education, and on the other one, the presentation of good practices in the Latin-American area, which selection has been based on the response that they give to the needsand rights of the above mentioned people. The good selected practices, beside a major knowledge producesd on the topic object of the study, implement measures of adequacy of the spaces, advice and attention, and specific formation, as a base for not exclusion and the full development of people with disability. The conclusions point out the importance of continuing working to break the access and participation barriers in high education, as well as in the creation of a few conditions adapted to answer satisfactorily to the educational needs of all students. On the same time, it emphasizes the necessary commitment and implication of the members of the educational community and other agents of the territory, in order to turn high education into a space that does not establish discriminations and that favors the equality of opportunities.

La inclusión en instituciones iberoamericanas de educación superior. Buenas prácticas para el acceso y la permanencia de estudiantes con discapacidad