ABSTRACT University is a place of knowledge and education that is highly appropriate for easing the transition into society and the labour world in a highly technical, specialized society that needs the full involvement of everyone. Our objective is to explore the role that tutoring students with disabilities at university plays in the process towards an inclusive university. Tutoring during admission and continuation at university can facilitate the transition from the paradigm of integration to the paradigm of inclusion, allowing students their inalienable right to belong to the group and not be excluded because of their disability. It is also essential in achieving the objectives inherent to universities and attaining more normalized societies. The incorporation of students with disabilities at university, even if they account for a small percentage of students, is irreversible, positive and on the upswing thanks to the efforts from institutional, academic and associative spheres. The resistance to inclusive universities may mostly come from erroneous conceptualizations and attitudes more than from objective conditions (norms, structures, economic resources, etc.) and explicit discriminatory processes.

中文翻译：

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在大学里为残疾学生提供辅导（大学时的学生辅导课）

摘要大学是一个知识和教育的场所，非常适合在需要所有人充分参与的高度技术化，专业化的社会中简化向社会和劳动世界的过渡。我们的目标是探究在大学中为残疾学生提供辅导的过程，以建立包容性大学。在大学录取和继续学习期间的家教可以促进从融合范式到包容范式的转变，使学生拥有不可剥夺的属于团体的权利，并且不会因自身的残疾而被排除在外。这对于实现大学固有的目标和建立更规范的社会也至关重要。将残疾学生纳入大学，即使他们占学生的一小部分，它也是不可逆转的，积极的，并且在机构，学术和协会领域的努力下正处于上升之中。抵制包容性大学的主要原因可能是错误的概念和态度，而不是客观条件（规范，结构，经济资源等）和明确的歧视性过程。