eyond being a purely academic entity, socially elitist and closed to the community, the university is increasingly trying to signify itself as an integral organisation open to society. This openness attempts to overcome reductionist positions in its institutional relations. It not only focuses its efforts on companies (e.g. to improve the employability of its graduates) or public administrations (e.g. to provide scientific support in decision-making for the common good), but also broadens its vision to other dimensions of the individual and his or her circumstances.

If we take into account the guiding principles of the university in the framework of the Spanish state (Organic Law 6/2001, of 21 December, on Universities), there are mainly three articles that reinforce this last consideration.

Article 90. Sport at the university.

The practice of sport at the university is part of the training of students and is considered to be of general interest to all members of the university community. By virtue of their autonomy, the universities shall be responsible for the planning and organisation of sporting activities and competitions in their respective areas.

Article 92. International cooperation and solidarity.

Universities shall encourage the participation of members of the university community in international cooperation and solidarity activities and projects. Likewise, they shall encourage the implementation of activities and initiatives that contribute to the promotion of the culture of peace, sustainable development and respect for the environment, as essential elements for progress in solidarity.

Article 93. University culture.

It is the responsibility of the university to connect the university student with the system of living ideas of his or her time. To this end, the universities shall provide the necessary means to strengthen their commitment to intellectual reflection, creation and the dissemination of culture. Specifically, the universities shall promote the rapprochement of humanistic and scientific cultures and shall endeavour to transmit knowledge to society through the dissemination of science.

In order to promote a more inclusive university, which is the reason for this course, it is necessary to mobilise the identification of community spaces of a sporting, cultural and social nature on each campus. These are privileged places of coexistence for the promotion of horizontal personal relationships. An orientation of their programme of activities towards a collaborative approach can favour mutual knowledge between different people and, based on empathy, encourage the formation of natural personal bonds.

Similarly, we cannot forget the accommodation solutions that each university provides for students who need it (e.g. university residences, halls of residence, halls of residence, cohousing programmes). These are, once again, complementary spaces in which we can find options for including functional diversity. It may be that, for the people with intellectual disabilities we are dealing with, finding a housing response is not a priority need. However, we must not overlook the possibility of personal development that they can offer. In this sense, it is worth considering the option that these services have to provide temporary experiences of autonomous life that are beneficial both for the students with disabilities and for their referents. For this to be possible, it is necessary to foster collaborative networks that meet the support needs of individuals in the domestic, relational and community spheres, offering alternatives to families.

So far we have explored the possibilities of the university's non-academic spaces for inclusion. The vision would not be complete if we do not consider the incorporation of the community assets of their immediate environment. The university context is a privileged platform from which students with disabilities can get to know first-hand the cultural, educational and leisure offer of their city and actively participate in it.

Continuing with the community perspective, for this work described in this chapter and the previous one, it is essential to count on the support of the usual referents of the students with intellectual disabilities. Beyond their families, this group usually finds support during their life trajectory in different civil organisations that advocate for their rights. Identifying these natural supports and incorporating them as far as possible into university life is a practice that minimises the occurrence of situations of failure and abandonment. It allows the person with a disability a continuity with which to adapt to a new social context.

These references are also usually facilitators for the connection of the person with their wider support network, which includes other systems such as previous education, health, employment or social protection.