WHEN THE MODEL CHANGES, EDUCATION CHANGES: A CRITICAL LOOK AT DISABILITY PROTOTYPES

Abstract

This work provides a historical and social analysis of the models of understanding disability and their relationship with the schooling process of the target audience for special education. Based on a bibliographic review, we discuss the evolution of the paradigms that have marked the social, medical, religious and legal conceptions of disability. Our paper explores the four main models, highlighting how each one influences educational practices and public policies aimed at people with disabilities. It is worth noting that despite advances in legislation and fundamental rights, the realization of full inclusion still faces structural, attitudinal and pedagogical barriers. Thus, overcoming these challenges requires a broader conception of disability, combined with intersectoral policies and, of course, teacher training committed to equity and diversity.