This article examines to what extent the independent living movement has an impact on higher education. With this purpose, a survey of 13,939 undergraduate and postgraduate students related to Education Sciences from 24 institutions in Europe and Latin America was carried out. Of these students, 615 declared having a disability. The objectives of the study were to describe the profile and the living conditions for students with and without disabilities; characterise their level of university and social participation; determine the predictors of university participation of students with disabilities. The results suggest an under-representation of these students at university, who form a homogenous profile, consistent with the starting point of the independent living movement. These students participate in university from an instrumental point of view linked to academic achievement and maximum impact on the institution. Lines of work and research to promote the academic and social inclusion of this group are discussed.