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The paper illustrates the first results of the monitoring of the Rethinking College Program, a training course of the University of Padua that, starting from the literature on inclusive higher education, offers a relational and learning opportunity to young people with disabilities or autism spectrum disorder who leave secondary school with the attendance certificate. The results highlight the overall satisfaction of teachers, peer mentors and students: among the strengths are the positive relationships between peer mentor and student, and between the latter and the teacher. While the main critical aspect is the lack of relationships between classmates. A priority will be to activate training and supervision spaces to support peer mentors in their role as mediators of classmate relationships. [ABSTRACT FROM AUTHOR]