The purpose of the article is to problematize social and educational inclusion, in the key of higher education. It assumes that education is an essential and inalienable task of the progress of humanity that enables the development of people and enhances their abilities in moral, social and cultural aspects. The issue of inclusion is approached from the development of the social and educational binomial, as a way of facing education from a social edge, where it is considered as a human right, therefore, intrinsically inclusive. The approach to the subject will be carried out from a documentary bibliographic methodology, which considers UNESCO'S guidelines as main sources, especially the Salamanca Statement and the framework for action for special educational needs (UNESCO, 1994), national public policy and Some authors who critically deal with the subject; from this review, it is proposed to address the inclusion in higher education, from an integral dimension, expressed with the social/ educational concept. Thus, the article proposes a typological definition of inclusion that includes the concepts of belonging, equality, equity and social justice, dimensions that should be present in educational policies otherwise, inclusion will continue, paradoxically, being exclusive.

University education; Social inequality; Right to education; Student welfare; Social integration.