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The inclusion of people with disabilities in higher education was a historic achievement, and had repercussions on the political, social and psychological dimensions of this segment. This article aimed to verify how insertion in higher education helps promote resilience for graduate students with disabilities. The fieldwork took place at two universities (one public and one private) in a medium-sized city from São Paulo state, Brazil. After defining the inclusion criteria, seven participants were recruited, five with visual impairment and two with physical impairment. Semi-structured and reflexive interviews were conducted, and all the material was fully transcribed and subsequently submitted to content analysis. The results were systematized around five categories: a) identity affirmation and non-victimization; b) possibility of nurturing life projects; c) difference and reciprocity; d) experiences of altruism; e) social participation, critical sense and claiming rights. The research showed that access to the university had a positive impact on the participants' lives, encouraging them to maintain and / or build life projects, to promote well-being, and to discover new possibilities of existence, previously little experienced. [ABSTRACT FROM AUTHOR]