In an era where violence and loss dominate as factors shaping the psyche, the inclusion of students with special educational needs and disabilities in universities has significantly increased compared to the past.

The portfolio of special education in higher education, recognizing the universal right to education, seeks the breakthroughs that parents and students dream of or seem to play out in the university environment.

These discontinuities and gaps in the linear continuum of special education interventions are approached based on metacognitive skills that facilitate access to educational goods in academic and broader social life.