They have facilitated their access to secondary education and their success at school by mobilising the financial, technical and human resources needed to meet their particular educational needs and by developing educational systems that seek to ensure the success of every student regardless of his or her particularities. However, access to tertiary education for young adults with disabilities is not as smooth as it is for other young adults, particularly for those with psychological or behavioural problems. These difficulties are attributable in particular to a lack of synergies between the actors involved in the process of transition to tertiary education, the lack of training of these actors, and the inadequacies of the tools and statistical data required for the development of integrated systems of transition.