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Despite the substantial increase in the access of people with disabilities to higher education, university institutions continue to be an exclusive environment for people with intellectual disabilities. This paper aims to present a training programme for the employment and university inclusion of young people with intellectual disabilities at the Pablo de Olavide University in Seville, Spain, under the title “Training for the employment and autonomous life of people with intellectual disabilities”, which was launched in the academic year 2017–2018 and has already completed four editions. The programme includes a hybrid training system with specific university training oriented towards employment and autonomy together with inclusive training in subjects of various university degrees. The training is provided by interdisciplinary university lecturers together with support staff specialised in intervention with people with intellectual disabilities who come from experienced community associations. Other components of the experience include internships in companies, individualised academic tutoring of students, family accompaniment, and community inclusion with the use of the university residence as accommodation. Cognitive accessibility and new technologies are not lacking as supports in the process. This work shows the assessment of the fundamental actors of this experience during the four years of its development, and as a conclusion, it shows a high overall satisfaction with the programme and the radical change observed in the lives of people with intellectual disabilities after their time at the university.

Introducción. En el artículo que aquí se presenta se realiza una revisión sistematizada, que persigue conocer el alcance de la producción científica en el ámbito de la mediación, el Trabajo Social, la discapacidad y la diversidad funcional. Para ello se concretan cuatro objetivos específicos: 1) determinar desde qué instituciones se está realizando la producción científica, 2) que tipología de mediación es la más abordada, 3) que tipologías de discapacidades o diversidades funcionales están más presentes en la literatura científica; 4) y en qué medida se incorpora la mirada profesional del Trabajo Social en este campo. Metodología. La revisión se articula mediante el Framework SALSA, que estructura el proceso de revisión en cuatro fases: búsqueda, evaluación, síntesis y análisis. Se analizan nueve bases de datos del ámbito social, en estas se identifican 302 citas, que, tras eliminar duplicados, revisar resúmenes y aplicar criterios de inclusión y calidad, componen un banco de documentos de 17 artículos y literatura gris, procedentes de revistas tanto nacionales como internacionales. Resultados. Los principales resultados muestran como la discapacidad y la mediación aparecen en la producción científica desde comienzos del s.XXI. El país que destaca en la publicación de artículos en esta materia es España. La literatura revisada está claramente feminizada en cuanto a sus autorías. Es intermitente y se genera mayoritariamente desde ámbitos académicos por encima de otras instituciones que abordan el fenómeno desde la práctica profesional. Paradójicamente, la literatura revisada, mayoritariamente, aborda experiencias prácticas y proyectos mediadores. Los resultados no señalan una prevalencia de un tipo de discapacidad específico en los artículos analizados. Las tipologías de mediación más presentes en la muestra son la mediación educativa y laboral. Discusión. La mediación o procesos mediadores en personas con diversidad funcional o discapacidad persigue el acceso a procesos tanto informales como legales y o jurídicos y la adquisición de estrategias, herramientas o mecanismos personales e institucionales, que posibiliten la inclusión de personas con discapacidad en entornos comunitarios, educativos, laborales y todos aquellos en que se relacionan en su vida diaria. En lo que a la tipología de discapacidad respecta se observa una ausencia de trabajos sobre discapacidades físicas u orgánicas, en cambio la diversidad funcional cognitiva se aborda mayoritariamente desde la mediación educativa, interpersonal y comunitaria. Por otro lado, la discapacidad sensorial muestra resultados relacionados con la mediación laboral, vinculados al colectivo de personas con discapacidad auditiva. Destaca la confluencia entre el Trabajo Social, la mediación y la inclusión de las personas con discapacidad como son la defensa de los derechos humanos, la igualdad y la autodeterminación. Conclusiones. A la luz de los resultados obtenidos, las conclusiones apuntan a la necesidad de seguir trabajando en la mediación en el ámbito de la discapacidad desde el Trabajo Social, tanto desde líneas epistemológicas como de intervención profesional. En relación con la presencia de la mediación educativa en el ámbito de la discapacidad, podría ser especialmente interesante dado el actual debate en España sobre educación inclusiva y la reivindicación profesional del Trabajo Social por tener mayor presencia en entornos educativos., Introduction. The goal of the systematic review presented here was to understand the scope of scientific production in the field of mediation, Social Work, disability and functional diversity. The review pursued four specific objectives: 1) to determine which institutions were generating the scientific production in the field; 2) which type of mediation was most addressed in the literature; 3) which types of disabilities or functional diversities were more present in the studies; and 4), to what extent the professional perspective of Social Work was incorporated in this field. Methodology. The review was based on the SALSA Framework, which structures the review process in four phases: search, evaluation, synthesis and analysis. Nine databases in the social field were analysed and 302 citations were identified. After eliminating duplicates, reviewing abstracts and applying inclusion and quality criteria, the final document sample consisted of 17 articles and grey literature from both national and international journals. Results. The main results revealed how disability and mediation appeared in scientific production since the beginning of the twenty-first century. A country that stood out regarding the extent of publications on this subject was Spain. The studies reviewed were clearly feminine in terms of authorship. The literature has been intermittent and mostly generated from academic circles rather than from other institutions linked to professional practice. Paradoxically, most of the works reviewed addressed practical experiences and mediating projects. The results did not indicate any prevalence of a specific type of disability. The types of mediation most present in the sample were educational and labour mediation. Discussion. Mediation processes applied to people with functional diversity or disability seek access to informal, legal and juridical processes. They also pursue the acquisition of strategies, tools or personal and institutional mechanisms that enable including people with disabilities into community, educational and work environments, and their integration in the circles of people with whom they interact daily. As far as the disability typology was concerned, works were lacking on physical or organic disabilities, while cognitive functional diversity was mostly approached based on educational, interpersonal and community mediation. On the other hand, results were found for sensory disability relating to labour mediation, regarding a group of people with hearing impairment. Worthy of note was the convergence between Social Work, mediation and the inclusion of people with disabilities, such as the defence of human rights, equality and self-determination. Conclusions. Based on the findings of the study, additional research is needed in the field of disability within the discipline of Social Work, from both epistemological and professional lines of intervention. Studies on the presence of educational mediation in the field of disability could be especially relevant in this regard, given the current debate in Spain on inclusive education and the professional calls for a greater role of Social Work in educational settings.