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This study aims to analyze care-provision to women with disability in a great dependency situation as recognized by the Administration, who study or have studied in public universities in Andalusia and the Community of Madrid. From a qualitative perspective, based on their narratives as well as on the account of several Technicians from the Attention to Disability Programs of their corresponding Universities, we can acknowledge the resources, support and care they have relied on from the System for Autonomy and Care for Dependency (SAAD, in Spanish) as well as the Higher Education Institutions. We seek to answer if the right to inclusive education can be guaranteed in our country, based on their own opinions and perceptions about their support systems and the complexity and variety of these, as well as to delve into the articulation of their support system, identity construction and capacity for agency. This paper manifests the many limitations found in the practice of inclusive education and the fact that the support provided by the Public Administration does not enable the right to self-determination and independent life. Some mechanisms to improve inclusive education regarding women with disability in the university sphere. [ABSTRACT FROM AUTHOR]