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Using data from a longitudinal qualitative survey conducted from 2015 to 2019, this article questions the invisible selection process of students with disabilities at university. Indeed, often marked by breaks, divergences, and reorientations, the unique paths of these students highlight an invisible, tacit, and informal selection process, characterized by the experience of limitations and barriers in their access to knowledge and academic activities. These obstacles reduce the range of academic and professional possibilities, and produce self-selection or self-censorship processes during students’ transition to and studies in higher education.