Facilitating access and retention of students with disabilities in higher education is a fundamental demand in the promotion of equal opportunities to education. The University of Chile, an institution of state and public, has a special admission mechanism for visually impaired untracked and have not been generated to date to promote educational inclusion of students with disabilities other institutional policies. In this context, the present study aims to advance the knowledge of the student population with disabilities, identifying perceptions of facilitators and barriers that influenced their entry and stay. Through a descriptive, exploratory, cross-sectional study with a qualitative approach preferably realizes this fact indicating the support of teachers, peers, family and their own personality traits as key facilitators and communication barriers between teaching and other.

University, Equal opportunity, Disability, Access to education.