Why, where and what to study? Exploring the university choices of Italian and Spanish graduates with disabilities

Br J Spec Educ. 2025;00:1–9. | 1 wileyonlinelibrary.com/journal/bjsp Historically, higher education has been more ‘exclusive’ than ‘inclusive’, and therefore, significant efforts have been made in recent years to move towards an inclusive educational culture that facilitates access to higher education for all students (Casali etal.,2024). The United Nations (UN)(2017) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO)(2021) recommend that universities adopt an equitable, inclusive and highquality approach to education. They suggest expanding access to education, promoting lifelong learning opportunities and ensuring that the needs of all students are ORIGINAL ARTICLE Why, where and what to study? Exploring the university choices of Italian and Spanish graduates with disabilities GildaBiagiotti | AnabelMoriña Received: 18 May 2024 | Accepted: 19 December 2024 DOI: 10.1111/1467-8578.12573 Department of Didactics and Educational Organization, Universidad de Sevilla, Seville, Spain Correspondence Gilda Biagiotti, Department of Didactics and Educational Organisation, Universidad de Sevilla, Seville, Spain. Email: [email protected] Funding information Ministerio de Ciencia, Innovación y Universidades, Grant/Award Number: PID2020112761RBI00 Abstract This article analyses the decisions and motivations that led 30 graduates with disabilities from Italy and Spain to pursue university studies, choose their degrees, and select their universities. Using a phenomenological approach, through semistructured interviews and inductive data analysis, several reasons for graduates' university access were identified, such as vocation, the search for job opportunities and the desire to pursue an academic education. The results showed that both personal factors (disability or personal interest) and external factors (family, partners, friends and teachers) played a role in their choice of studies. Regarding university selection, participants considered proximity to their homes, the services offered, and the possibility of having an experience outside of their hometown. This article highlights the relevance of previous educational experiences, collaboration between secondary education institutions and universities, and the importance of providing information about the support and services available for students with disabilities during their university careers. KEYWORDS access to university, disability, graduates, higher education, university choice Key points • This study examines the motivations of 30 graduates with disabilities to pursue higher education. • The findings highlight the important roleof personal and external factors in their decisionmaking process. • The study concludes by emphasising the need for enhanced collaboration between secondary education institutions and universities, including the implementation of effective counselling plans. • This article fills a gap in the scientific literature by employing a qualitative methodology to explore a topic that has predominantly been studied using quantitative research. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. © 2025 The Author(s). British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs. 2 | BIAGIOTTI and MORIÑA met, regardless of their abilities or conditions. These advances have led to a significant increase in students with disabilities accessing higher education (Casali etal.,2024). However, despite the progress made, barriers to inclusion persist, such as prejudice against people with disabilities, the need for faculty training, a lack of collaboration between secondary education institutions and universities and a lack of counselling plans (Aisenson et al., 2022). Universities must promote inclusion and create an accessible academic environment and social culture for all students (Akoto etal.,2022; Orozco etal.,2024). Since an increasing number of students are accessing higher education, this article explores the reasons graduates with disabilities study at university. This topic is rarely addressed in the literature, which is why this article focuses on a novel aspect, as it analyses the experiences and perspectives of graduates with disabilities in two contexts: Italy and Spain. In addition, the article highlights the importance of a qualitative approach, which has been less explored in previous generally, quantitative studies (Bettencourt etal.,2022). For example, Reed etal.(2015) analysed why students with disabilities choose to attend university quantitatively, which did not allow for a deeper exploration of personal experiences, highlighting the need for qualitative approaches. THEORETICAL FRAMEWORK People with disabilities' reasons to study at university Among the research, there is a significant gap regarding the study of people with disabilities' motivations to pursue higher education and in choosing a university, in contrast to other topics already addressed, such as barriers to and support of inclusion or the transition from university to the world of work (Dollinger et al., 2024). Decisionmaking for people with disabilities is not an easy task since, in many cases, other people do it for them (Yeager etal.,2022). Indeed, it is important to note their right to access education at all levels (CRPD, 2014). Casali et al.'s (2024) and Reed et al.'s (2015) studies concluded that people with disabilities have lower educational aspirations, less selfawareness and less selfdetermination. The research shows that people with disabilities possess skills comparable to those of their peers without disability, especially in the area of soft skills, such as emotional regulation, interpersonal skills, and problemsolving. They also highlight studyrelated factors such as effective use of learning strategies, time management and use of assistive technologies. Furthermore, Bettencourt etal.(2022) noted that both ablebodied and students with disabilities share similar motivations for attending university, considering factors like distance, cost, and programme quality. Moreover, the choice of university and field of study is more critical for people with disabilities due to their academic needs, fear of the unknown and uncertainty about the learning support they can receive (Casali etal.,2024). Research has analysed internal and external reasons and factors influencing the decision to pursue higher education (Akoto etal.,2022; FernándezMenor et al., 2024). First, intrinsic reasons tend to be personal satisfaction, interest in learning, selffulfilment, discovering life choices, seeking challenges and challenging preconceived beliefs and perceptions (Reed etal.,2015). People with disabilities recognise that pursuing higher education enables them to acquire the knowledge and skills necessary to participate in skilled employment (UN,2017). The study by Dollinger et al.(2024) recognised that university plays an essential role in preparing graduates for employment, allowing them to experience independence and feel like an integral part of society. Students choose university studies with clear career aspirations based on their strengths, interests and type of disability (Lindsay etal.,2023). Dollinger etal.(2024) and Lindsay etal.(2023) investigated how people with disabilities perceive how their type and degree of disability may limit their ability to perform specific tasks. In short, when choosing a university, students with disabilities are aware of the jobs they will be able to perform in the future and seek to ensure that their disability does not prevent them from fully developing their roles in the work environment (Dollinger et al., 2024; Lindsay etal.,2023). In terms of external factors, studies have concluded that family, friends and faculty members influence the decision to study at university (Alsamih,2024). The family environment is probably the most significant factor for several reasons: students typically depend on their families for financial support and help with admission procedures, plus they want to please their families and meet their families' expectations (Malinovskiy et al., 2023). Both family and friends help students to gather information about the educational courses and services offered at universities. Furthermore, Akoto etal.(2022) showed that teachers from previous educational stages inspire students because they motivate and influence their personal and academic progress, as do other graduates with disabilities. Regarding university choice, several key factors have been identified to influence this aspect, namely, academic reputation, scholarships, location, and accessibility of facilities and services (Langørgen & Magnus,2018). Specifically, students with disabilities have similar needs as students without disabilities in terms of cost and quality of the institution (Bettencourt et al., 2022). However, they prioritise proximity to 14678578, 0, Downloaded from https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12573 by Readcube (Labtiva Inc.), Wiley Online Library on [24/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License | 3 WHY, WHERE AND WHAT TO STUDY? home when choosing where to study, likely due to the need for support from family, doctors and therapists (Malinovskiy etal.,2023). Study contexts: Italy and Spain From 2010 until 2022, the number of university students with disabilities in Italy and Spain increased by 24% and 20%, reflecting the growth in the actual number of enrolled students with disabilities (ANVUR, 2022; INE, 2020). In Italy, this increase is probably because the majority of universities (86%) publish information on their websites about their inclusive measures, such as technological aids (53%), specialised and peer tutoring (52%), support during examinations (21%), names of departmental referring lecturers (31%), and university guidelines (10%) (National Guideline System,2022). In Spain, the progress made in recent years in terms of accessibility, availability of support and flexibility in the design of curricula has had an influence (Huete García etal.,2022). In Italy, access is governed by Law 17/1999, while in Spain, it is regulated by Organic Law 2/2023. The criteria and procedures for higher education admission outline the necessary support services to ensure full student participation. In Spain, subject choice is based on the mark of the final exam of secondary education, and universities allocate 5% of admission places for students with a disability degree of 33% or higher. In Italy, selection is not linked to previous grades because, as stipulated in Law 264/1999, some subjects, such as architecture, medicine, dentistry, pharmacy, veterinary science and primary education, have entrance exams. No places are reserved for people with disabilities, but they can request accommodations. Italian and Spanish universities offer support services for students with disabilities, although the quality and approach vary between institutions, suggesting that not all students can access the same support. Moreover, in Italy, all universities have a rector's delegate, who coordinates actions and provides guidelines to respond to the needs of students with disabilities. METHODS The results of this study are part of a broader research project exploring, through graduates with disabilities' narratives, the internal and external factors that favour university success. 95 Spanish graduates with disabilities from all subject areas participated in the project, but it has also been implemented, with a smaller sample, in other countries such as Germany, Italy and Portugal. This article focuses on analysing the motivations that led graduates to undertake higher education as well as their choice of degree and university. This study used a qualitative methodology based on the phenomenological approach (Van Manen,2016). This paper aims to answer the following research questions: 1) Why did the graduates with disabilities decide to study at university? 2) What were the reasons that contributed to the graduates' choice of the degree studied? 3) What led the participants to decide which university to study at? Participants The project involved 30 graduates with disabilities (15 Italian and 15 Spanish) who studied at 18 public universities. A criteriabased sampling process was used to select the participants as they had to be 1) graduates with disabilities from Italian and Spanish universities; 2) have completed their studies by the academic year 2016–2017; and 3) have a recognised disability before starting at university. Regarding access to the sample, 21 graduates were contacted through the universities' disability services, four by snowballing, three through associations, and two via an Instagram profile created to promote the project. Using the snowball technique (Cohen etal.,2000), the participants helped to disseminate information about the project to other graduates who might be interested. Of the participants, 18 were women (54%) and 12 men (46%). They were aged between 23 and 54 years, with a mean age of 28 years. In terms of academic discipline, nine studied social and legal sciences, eight studied arts and humanities, eight studied health sciences, and five studied engineering and architecture. Among the participants, physical disability was the most common (n = 17), followed by visual (n = 6), hearing (n = 5), mental health (n = 1) and multiple disabilities (hearing and visual, n = 1). Research instrument Semistructured individual interviews were used for data collection. To ensure validity and reliability, the script was validated by experts. Faculty members and researchers with and without disabilities, experts in disability and higher education, and professionals from disability support offices participated in this task. To develop the interview scripts, two teams of three people were set up. Initially, they worked independently, and then joint meetings were convened to review and refine the questions. During these sessions, it was discussed whether the questions covered all the relevant aspects to be investigated and whether it was necessary to explore specific key issues. After these meetings, some questions were discarded, others were reformulated, and the overall number was reduced. In addition, to ensure that the questions were clear, the interviews were also piloted with graduates who did not participate in the study to verify that the questions we had drafted were clear and easily answerable; otherwise, they would have to be discarded or reworded. 14678578, 0, Downloaded from https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12573 by Readcube (Labtiva Inc.), Wiley Online Library on [24/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License 4 | BIAGIOTTI and MORIÑA The interviews were conducted individually, and most of them (88%) were online via platforms such as Blackboard and Google Meet. Just four were facetoface (12%). Each interview was recorded, transcribed and returned to the study participants, allowing them to revise, add or delete information. Data analysis For the analysis of the data, progressive structural analysis was carried out, and an inductive coding system was designed using MAXQDA software, following Huber's(2004) proposal. We transcribed the interviews, analysed the recurrent themes and compared the latter with the existing international literature on the study topic. The system of categories and codes (Table1) was created by applying rigorous and systematic data collection procedures, crosschecking and crossvalidating sources during fieldwork. Interviews were analysed individually, and after the categorisation process, the whole research team conducted a second analysis, which allowed the questionable information to be discussed as objectively as possible to confer quality and credibility to the study. In addition, multiple coders were used, and intercoder consistency (which was 90%) was calculated to establish the validity and reliability of the analysis of patterns and themes (Patton,1999). Ethical issues An informed consent form was signed, informing the participants of the study objectives and procedures. Via this document, the participants also expressed their agreement and authorised the collection and analysis of data. The participants' anonymity was guaranteed by assigning each an identifying number, together with the country identification (PI for Italy and PS for Spain). The team also undertook to delete and maintain the confidentiality of the information if any graduate decided not to continue participating in the project. However, none of the participants withdrew. The study was approved by the ethics committee of the autonomous community of Andalusiawhere the project was led (protocol number: 156/2021). RESULTS Why do graduates choose to study at university? Italian and Spanish participants agreed on similar personal and external reasons for deciding to study at university. The main difference between the two contexts was the number of people who referred to each of these reasons. For this reason, they are summarised and listed in descending order in Figure1. Training (n = 18, ten Italian and eight Spanish) was one of the main motivations that led the graduates to decide to start higher education. They expressed a strong interest in complementing and expanding their previous education: ‘I started the degree because it gave me complete training. I had the desire and the need to have as much information and tools as possible’ (PI10). Additionally, some participants reported developing significant selfconfidence upon finishing their preuniversity studies; they felt capable of starting a new educational stage, as participant PS3 stated: ‘I didn't see any barrier when it came to studying. I felt confident, and it was clear to me.’ Higher education would permit them greater opportunities in the world of employment. Participants (n = 9, one Italian and eight Spanish) indicated that obtaining a degree would help them develop professionally, secure a job and lead an independent life. Some Spanish graduates (n = 3) indicated a preference for pursuing a double degree, believing it would increase their job opportunities and facilitate independence. Some graduates (n = 11, six Italian and five Spanish) explained that they did not question whether to attend university because they saw it as a continuation of their educational trajectories: ‘For me it was not an option not to get a degree. Where I grew up, there was no other possibility’ (PI6). Although the participants did not explicitly say whether it was a positive or negative option, some stated that it depended on them: ‘I did not think about not going to university. I have always been very responsible as a student’ (PS11). Others spoke of their family's influence (n = 18, TABLE 1 Category and code system. Category Code Studying at university • Interest • Work opportunities • Training opportunities • Double degree Degree choice • Vocation • Motivation • Previous experience • Disability Who/what influenced degree choice • Partner • Family • Primary and secondary school teachers • Friends University choice • Proximity • Economic reasons • Living abroad • Campus • Disability office 14678578, 0, Downloaded from https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12573 by Readcube (Labtiva Inc.), Wiley Online Library on [24/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License | 5 WHY, WHERE AND WHAT TO STUDY? eight Italian and ten Spanish). In some cases, it was family tradition to obtain a university degree. In others, they had to fulfil the expectations their parents had placed on them for being, in previous educational stages, good students. Another reason given by the graduates (n = 3, one Italian and two Spanish) was that interacting with other university students and listening to their experiences, suggestions and recommendations aroused their curiosity to ‘live the experience of studying at university’ (PS1). One Italian graduate with a mental health disability said that he wanted to start higher education because it offered a goal and a routine. Dedicating time to study saved him from negative thoughts, emotional instability and depression. What were the reasons that contributed to the graduates' choice of degree? The analysis of the reasons that determined the choice of a university degree allowed us to highlight aspects that were common to both the Italian and Spanish samples. First, most of the participants (n = 18, 12 Italian and six Spanish) indicated that they considered selfknowledge necessary before choosing the area of study, as they needed to analyse themselves, their skills and interests. One participant, PS11, said: ‘I discovered myself and saw what I liked and what I was good at’. The Italian participants did not explain how they discovered their vocation, but the Spanish participants argued that it was through experiences that marked them (n = 5). These included internships during earlier educational stages and therapy with psychologists. The graduates indicated that the internship experiences they had before entering university helped them understand the importance of choosing a career considering their disability and interests; in fact, PS14 explained that, during an internship, the challenges he faced with certain tasks, clarified his career preferences. On the other hand, PS15 highlighted the importance of their psychologist in helping him to understand his preferences when it came to studying at university. In contrast, some participants (n = 6, five Italian and one Spanish) stated that their own motivation was decisive, without the need for external support: ‘I took this decision because of my motivation. I didn't need anyone to tell me “study biotechnology!”’ (PI9). In addition to the experiences that marked the graduates' academic trajectories, another motivation that stood out was the influence that the type of disability (n = 16, six Italian and ten Spanish) could have on the completion of the degree and future job possibilities: ‘I chose physiotherapy because it did not pose any difficulty in the future for a person with blindness’ (PS8). The educational stage that coincided with the completion of preuniversity studies turned out to be crucial to the choice of studies, and some graduates mentioned that school absenteeism, caused by disability, may have limited their opportunity to discuss possible options with their peers. PS5 stated: ‘In the last year of high school, when you usually decide what area of knowledge you want to study, I did not go because I had an FIGURE 1 Summary of results obtained in Italy and Spain. REASONSFOR STARTING HE CHOICE REASONS FIELDOF STUDY CHOICE REASONS UNIVERSITY C H O I C E R E A S O NS -Training(n=18) -Family role (n=18) -Continuationeducationaltrajectories (n=11) -Obtaining adegree(n=9) -Roleofother graduates(n=3) -Obtaining adoubledegree(n=3SP) -Typeofdisability(n=16) -Friends role (n=9) -Teachingrole(n=7) -Motivation(n=6) -Vocation(n=5) -Partner role (n=1SP) -Proximity (n=21) -Economicsituation(n=3) -DisabilityServicesOffered(n=4IT) -Livinginanother city (n=4SP) -UniversityCampus(n=2 IT) 14678578, 0, Downloaded from https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12573 by Readcube (Labtiva Inc.), Wiley Online Library on [24/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License 6 | BIAGIOTTI and MORIÑA operation and had complications. So, being unable to discuss it with my peers was partly an influence.’ However, this was not the case for all graduates. Some participants (n = 14, nine Italian and five Spanish) argued that disability did not consistently influence university choice. For example, PS7, despite his hearing impairment, decided to study translation and interpretation despite knowing the difficulties he might encounter. Others indicated that disability did not prove to be a relevant factor as they opined that it ‘goes with me wherever I go’ (PS13). They did not see it as a factor influencing their choice: ‘My disability has influenced everything I have done in my life, but as I have always seen it as a trait and a part of me, I would not know what it has influenced’ (PI3). Not all graduates were aware of the impact of their disability on their future job; some participants recognised that they made a mistake in their choice of studies. Several external reasons were also indicated as influencing the decision to pursue a degree. Some graduates (n = 9, three Italian and six Spanish) indicated that friends with or without disabilities motivated or influenced their university choice. They highlighted three decisive factors: first, listening to the recommendations of friends with disabilities who had already completed their degree; second, relying on advice from people who had known them since childhood; and third, the possibility of enrolling with a friend: ‘I started medicine thanks to a childhood friend, we started the course together’ (PI6). The participants valued and considered their friends' opinions and praised them for their confidence in their abilities to undertake university studies. In particular, PI7 emphasised that his peer group had been very influential because of their empathy and because they had identified with him to such an extent that they were happy about his choice. Another external factor highlighted by the participants (n = 7, two Italian and five Spanish) was teachers from previous educational stages. These teachers encouraged the graduates and greatly supported them in continuing their studies. ‘This teacher helped me to understand my needs and the most viable path. Thanks to her passion for her subject and her involvement with the students, specifically with me, she paved the way for me’ (PI10). In terms of other influences, only one Spanish participant mentioned his partner as a factor. Sharing interests and even starting studies together were in this instance influential aspects. What reasons led the participants to decide which university to study at? Proximity was one of the most frequently cited reasons for choosing a university (n = 21, ten Italian and 11 Spanish), as the graduates explained that attending a university close to their homes meant they did not have to move from one city to another and could travel independently. It is no coincidence that, of these 21 graduates, 15 were found to be physically or visually impaired. However, some Spanish graduates (n = 4) said they preferred to study in another city to have an experience away from home. In addition, other graduates highlighted how some valued the choice of a campus where all the faculties are concentrated in the same place, while others opted for smaller universities. In the first case (n = 2), graduates preferred this option because it was easier for them to make friends due to the greater number of students frequenting the campus. In the second case (n = 3), the choice was based on the possibility of establishing closer relationships with academic and administrative staff. PI21 stated: ‘Of my two options, I chose it because it was smaller, and I saw it as better suited to my profile because I need to establish contact with people. I knew I would have more of a relationship with faculty members and administrative staff.’ Another important aspect to consider were the graduates' families' financial positions (n = 3, two Italian and one Spanish). Although in Italy and Spain, people with disabilities are exempt from paying university fees, studying in a city different from the city of origin entails significant expenses, such as rent, food and living costs. Because of these financial limitations, some graduates chose universities close to their family homes. Finally, finding out about the services and support offered for people with disabilities (n = 4) was recognised by Italian graduates as an aspect to be considered. PI10 even indicated that he attended open days of several universities to compare services and decide which university to choose. DISCUSSION Analysing the graduates with disabilities' experiences illuminates their motivations to pursue higher education and how they chose their field of study and university. This study's findings reveal no significant discrepancies between the personal and external factors reported by participants from Italy and Spain. However, there is a distinction in how they prioritise 14678578, 0, Downloaded from https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12573 by Readcube (Labtiva Inc.), Wiley Online Library on [24/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License | 7 WHY, WHERE AND WHAT TO STUDY? these factors, and a marked disparity emerges when examining reasons, which are sometimes influenced by the type of disability. One graduate with a mental disorder mentioned that he wanted to undertake higher education because he saw it as a source of salvation. In contrast, others with physical and visual disabilities pointed more to the importance of studying at a university near their home. Regarding the first research question (why did the graduates with disabilities decide to study at university?), there is a disparity in the factors influencing the choice to undertake higher education. Italian graduates emphasised the need to reflect to identify their skills and interests, while Spanish graduates highlighted the influence of external support like family, previous teachers and friends. This underscores the significance of secondary education experiences and external support. Similar findings by Bellacicco and Parisi(2021) suggest that addressing students' needs in secondary education can strengthen their selfconceptualisation and motivate them to continue their studies. Another aspect that could both facilitate the transition to higher education and provide support is guidance plans (Aisenson et al., 2022), since these allow for individualised work with students, helping them to identify their needs, as well as their academic and career goals (Casali etal.,2024). However, the graduates did not mention them, and instead, the majority of the Italian and Spanish participants emphasised aspects related to personal ambitions and goals (Bellacicco & Parisi,2021; Orozco etal.,2024), such as interest in further study, the desire for further education and greater employability. Regarding the second research question (what were the reasons that contributed to the graduates' choice of the degree studied?), the reasons for choosing the field of study were marked by the type and degree of disability, as these factors influenced the participants' abilities and limited their performance in certain tasks. Lindsay etal.'s study(2023) corroborates this finding and further adds that students were aware of their disability and chose their field of study so that their disability would not prevent them from fully performing their duties in their future jobs. For example, in our study, one of the participants chose to study physiotherapy despite his blindness, as he felt he could compensate for it by developing his other senses. However, as FernándezMenor etal.(2024) pointed out, people with disabilities' decisions are often conditioned by their context, with the family being a significant influence. The family sometimes transmits messages that, by prioritising practical criteria over individual wishes, may overlook the individual's voice and fail to consider the individual's interests (Malinovskiy et al., 2023). This raises the need to question to what extent these choices reflect the true interests of the individual or whether external expectations influence them. However, part of the results of this study concerning the influence of disability on the choice of the field of knowledge are not entirely in line with the findings discussed in the article by Lindsay etal.(2023). Almost half of the graduates argued that their degree choice was not always influenced by their disability, as it was an essential part of their identity, and some even admitted that they did not understand the implications for their future career. Furthermore, a significant finding of this study is that students with disabilities enrol at university to challenge preconceived beliefs and perceptions about them. A similar result appears in the study by Alsamih(2024), which revealed that some students with disabilities study at university to pursue social recognition, especially when their environment is not inclusive. The perception of being valued and respected by society for having a university degree is a significant incentive. It is essential to create moments in which graduates can share their experiences with other prospective students to arouse their curiosity, motivate them to live this experience and raise awareness of the services offered at universities (Akoto etal.,2022). International literature highlights how the choice of university is a critical factor for students with disabilities (Langørgen & Magnus,2018), and this study reveals that most graduates recognise the role played by the family in this decision. On the one hand, this perspective reflects families' confidence in their students with disabilities' abilities; however, on the other hand, it reaffirms the families' influence on their children's decisions, which may hinder autonomous decisionmaking (Yeager et al., 2022). The pressures the students with disabilities endure are clearly illustrated by the participants' narratives; some participants mentioned that they were forced to live up to their parents' expectations. The participants provided several aspects to consider regarding the last research question (what led the participants to decide which university to study at?). Among these, one commonly cited reason was proximity to home, possibly reflecting the need for family, medical and therapeutic support (Bettencourt et al., 2022; Malinovskiy etal.,2023). In contrast, only a few Spanish graduates valued the possibility of living in another city while at university. Italian graduates mentioned choosing their university based on the services offered for people with disabilities, which suggests that these services are not guaranteed at all universities or that awareness among students varies, as information about the availability of these services is not always effectively communicated. Previous research, like Malinovskiy etal.(2023), supports these findings by revealing past unawareness among students and their families regarding available university support (Reed et al., 2015). Universities should promote such initiatives and provide services and resources that encourage 14678578, 0, Downloaded from https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12573 by Readcube (Labtiva Inc.), Wiley Online Library on [24/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License 8 | BIAGIOTTI and MORIÑA students to explore and enjoy experiences beyond their usual environment. Implications for practice This study highlights several implications for practice. First, it underlines the relevance of working on selfconceptualisation and selfknowledge during preuniversity education. This could be done through workshops and personalised monitoring, allowing students to reflect on their abilities, interests and academic progress. It could include assessments that help them identify areas for improvement, which subjects they are best at and how these strengths could guide their future decisions. These initiatives would enable students to make more conscious and autonomous decisions about their educational path. In this guidance process, it is crucial to ensure that people with disabilities do not base their academic decisions on the limitations they may face in the workplace. A society must adapt to their needs, not vice versa, offering the necessary support for their full development. Finally, universities should implement transition plans. These could facilitate the initial adaptation of students to the university environment and their subsequent integration into the labour market. Such measures would reinforce the institutional commitment to inclusion and ensure that students, regardless of their circumstances, can thrive in both their education and professional development. LIMITATIONS AND FURTHER RESEARCH The present study has some limitations. One is that the sample focused on students with disabilities who registered with their universities' disability services and used academic accommodations. This may have excluded those who did not disclose their disability or did not register, which could affect the representativeness of the results. On the other hand, it is relevant to mention that the study focuses on students who successfully completed their university studies; therefore, given the high dropout rates, it does not reflect the experiences of students with disabilities who decided not to complete their university degree. The third limitation relates to the size of the sample; only 30 graduates limits the results' generalisability. However, since the approach is qualitative, the aim is to explore individual experiences in depth. CONCLUSIONS The steady increase in the number of students with disabilities entering university has sparked an interest in understanding the motivations that led them to higher education. This research explored their motivations, provided empirical evidence and highlighted the importance of personal and external factors in these decisions. Listening to the voices of graduates with disabilities helped identify the desire to obtain a university degree as a means of being valued and respected by society, as well as a way of accessing the world of employment. The study participants expressed their willingness to become role models from whom other students with disabilities can learn the benefits of a university education. It is the responsibility of the university to promote equal access and foster social inclusion. This perspective is in line with the UN's position (UN,2017), which argues that access to inclusive and highquality education for people with disabilities enhances their human development and contributes to a more inclusive and accessible society. AUTHOR CONTRIBUTIONS Gilda Biagiotti and Anabel Moriña contributed to conceptualization; methodology; data analysis; writing and preparation of the original draft; writing, reviewing, and editing of the manuscript. FUNDING INFORMATION The authors declare they have no financial interests to disclose. This study was funded by Spain's Ministry of Science and Innovation, State Research Agency, FEDER funds European Union (Grant number: PID2020112761RBI00). CONFLICT OF INTEREST STATEMENT The authors have no conflicts of interest to declare. DATA AVAILABILITY STATEMENT The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions. ETHICS STATEMENT The study obtained ethics approval from the committee of the university region where the project was led (protocol number: 156/2021). INFORMED CONSENT All participants gave their informed consent to participate in the present study, were assured of the anonymity and confidentiality of their data and informed about their freedom to withdraw their participation at any time without justification. ORCID Gilda Biagiotti https://orcid.org/0000-0001-8816-7101 Anabel Moriña https://orcid.org/0000-0002-0852-7523 14678578, 0, Downloaded from https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12573 by Readcube (Labtiva Inc.), Wiley Online Library on [24/01/2025]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License | 9 WHY, WHERE AND WHAT TO STUDY? 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