From a holistic approach to education we cannot forget the contribution of the contexts in which education takes place. When we talk about contexts we do not only refer to the physical spaces, we must include all the conditioning factors that facilitate or hinder the development of the personal and/or social competences of their pupils.

In this sense, we consider of great relevance the relationship of the students with intellectual disabilities with the rest of the people with whom they live in the university context (other students, teachers and professionals of support to the management and service). Keeping in mind this network of relationships, formal and informal, gives us information about the cohesion of this human group. It can also help to identify weaknesses (not only focused on people with disabilities) and, above all, to propose strategies to reinforce support among the different members of the university in its different community spaces.

Although it is the task of everyone to favour a social climate favourable to inclusion, the interaction with the rest of the university students is key for the professional and relational learning of students with intellectual disabilities. This is so because of the role in which they coincide. They share not only educational goals, but also more times and places than with the rest of socialising agents.

In this sense, we should not overlook all spaces (not only the classroom) for the sharing of knowledge and skills among students. Support moments can arise spontaneously at an individual level or in mutual support groups (including all types of students). But they should also be the subject of educational programming through the different forms of association and participation of students in the organisation of campus life. Thus, by way of example, students could provide personalised support to students with intellectual disabilities in the development of their curricular activities such as their final degree projects or internships. This aspect is coherent with point i of Article 46. Rights and duties of students of the Organic Law 6/2001, of 21 December, on Universities in force in Spain.

To obtain academic recognition for their participation in university cultural, sporting, student representation, solidarity and cooperation activities.

However, this inclusive work is not only the task of the student body. The training and experience in caring for people with intellectual disabilities is at the basis of the development of support for their inclusion in higher education. Thus, they must be actively taken into account as a competence objective in the organisation's continuous training plans and in the selection and reception processes of its teaching and support staff for new recruits.

When we talk about social learning contexts, we must not forget the increasing presence of technological spaces of interaction in all areas of our lives. These have achieved their current scope as a consequence of COVID-19. ICTs are an indisputable element of social innovation, which can help communication and teaching, for example in the adaptation of materials for access to all people. However, this resource can become exclusionary and dehumanising if it does not take into account the starting point of its potential users and the consequent corrective measures.

In the post-covida stage, it is increasingly necessary to incorporate all students, especially those with disabilities, into online socialisation spaces in order to guarantee their full participation in university life.

The development of the support network for students with intellectual disabilities, which we have been talking about, is a process of permanent construction over time. In its dynamism, it is necessary to take into account the identification, approach and evaluation of critical moments as it happens in the accomplishment of certain bureaucratic procedures (e.g.: enrolment), adaptation in the first days of class (e.g.: for the location of the functional spaces of the campus) and resolution of frequent incidences (e.g.: for the recovery of contents in case of absence or the resolution of doubts). We could consider the identification of stable references (students, teaching staff and administration and services staff) or the development of inclusive welcome activities, as good practices to improve the participation of people with disabilities in the university environment and even to prevent possible subsequent problems.

Finally, it is necessary to identify that each university, as an organisation open to education for all, has some kind of department or area that provides services for students with functional diversity. These are not units with uniform functioning, scope and functions (at least in Spain), but they are a reference that we should bear in mind as a starting point when it comes to knowing the specific support offered by each university.

Universities should make a greater effort to make visible the support they provide not only for the inclusion of people with intellectual disabilities, but also in the attention to all kinds of diversity.