Despite the substantial increase in the access of people with disabilities to higher education, university institutions continue to be an exclusive environment for people with intellectual disabilities. This paper aims to present a training programme for the employment and university inclusion of young people with intellectual disabilities at the Pablo de Olavide University in Seville, Spain, under the title “Training for the employment and autonomous life of people with intellectual disabilities”, which was launched in the academic year 2017–2018 and has already completed four editions. The programme includes a hybrid training system with specific university training oriented towards employment and autonomy together with inclusive training in subjects of various university degrees. The training is provided by interdisciplinary university lecturers together with support staff specialised in intervention with people with intellectual disabilities who come from experienced community associations. Other components of the experience include internships in companies, individualised academic tutoring of students, family accompaniment, and community inclusion with the use of the university residence as accommodation. Cognitive accessibility and new technologies are not lacking as supports in the process. This work shows the assessment of the fundamental actors of this experience during the four years of its development, and as a conclusion, it shows a high overall satisfaction with the programme and the radical change observed in the lives of people with intellectual disabilities after their time at the university.

Suicide is a phenomenon existing amongst university students worldwide, generally associated with mental health problems. Although the evidence has revealed a greater psychosocial vulnerability amongst Social Work students, there are few studies that address this reality. This work, thus, has focused on detecting the risk of suicide amongst undergraduate Social Work students at Spanish universities. A total of 511 students (89 per cent female) at eighteen Spanish universities completed an online questionnaire assessing both support and risk factors for suicide. A total of 28.8 per cent reported suicidal ideation, 15.3 per cent planned suicide and 24.9 per cent presented suicide risk. Logistic regression analysis showed that this risk was, understandably, associated with higher depressive symptomatology, lower perceived social support and lower life satisfaction. The results obtained indicate the prevalence of the risk of suicide ideation, planning and the imminent risk of suicide amongst Social Work students at Spanish universities, and this study’s findings have specific implications for the university Social Work community, and for governmental, academic and university bodies in general.

Introduction: Although efforts have been made to adapt housing to the needs of people with intellectual disabilities, environmental factors remain fragmented and poorly systematised. This study identifies and organises these factors to inform more inclusive and responsive housing design. Method: A systematic review following PRISMA guidelines was conducted across six databases, selecting 73 studies based on predefined criteria. Results: An inductive matrix was developed to group the identified factors into five interrelated environmental dimensions: physical, social, natural, supportive and symbolic. This framework highlights the diversity and depth of elements relevant to housing design, moving beyond accessibility to adopt a biopsychosocial perspective that promotes well‐being and health. The methodological, geographical and temporal characteristics of the selected articles were also assessed. Conclusions: This study proposes a pioneering and practical reference framework for designing and evaluating housing for people with intellectual disabilities. It also outlines directions for future research to support inclusive, evidence‐based policies and practices.

En este artículo de investigación se realiza una aproximación a la vida académica de mujeres con discapacidad visual con el objetivo de analizar sus historias formativas y los factores que contribuyen a la excelencia académica. De esta forma, se presenta un estudio comparado de casos de dos mujeres con discapacidad visual matriculadas en universidades de Costa Rica y España, a partir de una hermenéutica cualitativa y una adaptación de la teoría fundamentada de diseño constructivista. Los datos se recolectaron con entrevistas semiestructuradas y se analizaron con el método comparativo constante con apoyo del software Atlas-ti v. 8. Las participantes fueron ocho, cuatro unidades de observación por cada caso y país: la mujer con discapacidad visual, un familiar, un docente y un compañero/a de clase. El marco de análisis incluyó cuatro dimensiones: personal, entorno familiar, académico y social. Como resultados destacan que los factores exógenos vinculados con la excelencia académica sitúan a la familia, el grupo de iguales (compañeros/as) y el equipo docente como apoyos permanentes a las mujeres con discapacidad visual en sus trayectorias académicas. Sin embargo, la familia influye de manera ambivalente, como apoyo y barrera, donde emerge un déficit de concienciación, especialmente entre profesorado y alumnado. Los factores endógenos que favorecen la excelencia académica se relacionan con el esfuerzo, desempeño y actitud individual, cuyo eje principal queda constituido por las características resilientes desarrolladas. Destaca como categoría emergente la violencia presente en el ámbito académico en diversas manifestaciones.

The way in which diversity is conveyed through the media can reflect the attitude of the communicators themselves and contribute to shaping society’s attitudes towards diversity. The aim of the study was to identify how diversity is conveyed by the University to the Society. A content analysis of diversity-related news items in the University’s Institutional Newspaper Journal of the Pablo de Olavide University (DUPO) (626 news items out of 3,186 published between 2016 and 2019, a full rector’s term) was conducted. Heterogeneity in diversity was identified: gender, functional, cultural, sexual, religious and age, with gender and functional or disability diversity being predominant. Dissemination of diversity was linked to the fields of social sciences, humanities and sport. Communicators were government teams, with a slightly larger role for women. In conclusion, the institutional communication of diversity carried out from the most common official communication channel of the university analysed is the majority compared to the actions of professors and researchers, and a heterogeneous conception of diversity was found, linking it to issues of gender, inequalities and violence.