SOCIAL PARADIGM OF DISABILITY

The social model of disability emerged in the 1960s in the United Kingdom as a reaction to biomedical approaches, highlighting the importance of organizations of people with disabilities who claimed other approaches, defending the idea that disability is socially constructed, being the barriers that society creates the ones that limit and constrain the lives of people with disabilities (Fontes, 2016). The basic premise of the social model is that disability should not be understood as an individual problem, but as an eminently social issue, transferring responsibility for the disadvantages of people with disabilities to the inability of society to foresee and adjust to diversity (Oliver, 1990). Disability is the inadequacy of society to include all people, inclusively managing diversity. In this way, the social model focuses on proposals for social inclusion policies.

From an empirical point of view, the data indicates that the most relevant dimensions of the social paradigm of disability are a) the independent living model; b) educational inclusion; c) non-segregation; d) collaborative teaching methodologies for inclusion; and e) inclusive citizenship.

Regarding the first dimension, that is, the independent living model, there is a concern to understand and share its origins and philosophy, the principles and foundations, and the strategies associated with the model that favour personal autonomy.

For educational inclusion in the university context to be truly effective, it is necessary to start from the earliest stages, compulsory and non-compulsory, so that an evolutionary gap does not accumulate. This means creating bridges with secondary education.

Non-segregation arises, in the students' discourse, through the dilemma about the effects that may arise from adaptation/individualized attention. On the one hand, they can be segregated due to specific and adapted care. If, on the contrary, they are included without any "curricular adaptation", they may be more integrated but may lack a scaffolding for their learning processes. In response to this dilemma, they propose the availability of tools so that students can use them according to their own needs, without differentiation.

It is also mentioned how the use of collaborative, participatory, and coordinated teaching methodologies between subjects and/or between subjects and civil society entities promote inclusion at all levels. Finally, inclusive citizenship would require a change in the university system, which should go from being an institution that produces workers and promotes only academic and theoretical skills, to another type of system that promotes citizen proactivity.


INDEPENDENT LIVING

Independent living in the area of ​​disability is a term used within the framework of some social movements, in studies of disability and international social policies. It was originally framed in social movements in the area of ​​disability, particularly associated with the independent living movement, having gained greater notoriety associated with an understanding of disability within the framework of Human Rights enshrined in the Convention on the Rights of Persons with Disabilities.

Article 19 from the Convention on the Rights of Persons with Disabilities (2006), is designated as “the right to live independently and included in the community”, including the elements of accessibility of services, personal assistance, and the paradigm shift from institutions to community support.

It is about having opportunities for choice and control and, as a political concept, it refers to support so that people with disabilities can enjoy citizenship and have choice and control over the way and configurations in which support is provided (Pinto, 2011). It is not about autonomous execution, but decision-making regarding this execution, emphasizing the power of choice about the care they receive as well as the provider of that care, from a perspective of creating self-determination, dignity, and participation of people with disabilities (Ferguson, 2012).

Empirically, the main concern with independent living resides in the Support Coordination Systems since, many times, the support provided is not enough, nor does it usually consider the life trajectory of the person who receives it integrally.


UNIVERSAL DESIGN FOR LEARNING

Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners, building inclusive classrooms. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and are provided with options when demonstrating their learning.

Incorporating universal design principles enhances an inclusive learning environment and eliminates potential learning barriers or unnecessary learning obstacles.

Providing students with multiple means of perceiving, comprehending, and expressing their learning allows them to engage with the material in a way that most benefits them, and also encourages students to engage with the material to improve in areas in which their skills are not as strong as they appear.

Empirically, the Universal Design for Learning is made up of two dimensions: a) Practice-based models for teaching and assessment; and b) Inclusive teaching methodologies and a personalized accompaniment. Regarding the first, it is worth highlighting one of its principles, that is, the person-centered approach. Likewise, it is mentioned that the expansion of teaching-learning methods towards more practical models linked to competencies, as opposed to the memorization and development of theoretical contents, favours the consideration of different talents, and therefore inclusion. This is referred to as "other intelligences." Regarding the second dimension, it is proposed to develop innovative, inclusive, and personalized complementary methodologies, as well as to strengthen transversal skills to promote inclusion with all university students. Examples of this are tutorials between students and between teachers and microlearning.


References used
Ferguson, Iain (2012), Personalisation, social justice, and social work: a reply to Simon Duffy, Journal of Social Work Practice, 26, (1), 55-73.
Fontes, F. (2016) People with Disabilities in Portugal. Francisco Manuel dos Santos Foundation
Oliver, M. 1990. The Politics of Disability: A Sociological Approach. New York: St. Martin's Press
Pinto, Paula Campos (2011), “Family, disability and social policy in Portugal: Where are we at, and where do we want to go?”, Sociologia On-Line, (2), pp. 39-60.