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This article addresses the concept of disability by covering the multiple dimensions and coordinates that intersect the phenomenon from a perspective that makes it possible to describe, analyse and understand the complexity of what is entwined in the term disability. It aims to present a theoretical-conceptual distinction with heuristic, analytical and explanatory capacity based on the triad of condition, situation and position of disability. To this end, a study was carried out in order to deploy relevant conceptual mediations that provide solidity and density to each notion and its articulations. From the results, the condition of disability is related to the material and symbolic state of the very personal and non-transferable experience in the biographical trajectories and the imprints of subjectivation. The situation of disability refers to the processes of disablement that emerge from face-to-face interactions in everyday life, from intersubjective experiences, from co-presence and co-inhabiting. Finally, the position of disability refers to the aspects and structural dynamics of long time that demarcate this position in the social field, in relation to the other historically constituted positions. The final reflections help to appreciate a reality in which the coordinates of the triad —like light, which is sometimes a wave and sometimes a particle— sometimes function as dimensions, sometimes as levels and sometimes as communicating vessels. [ABSTRACT FROM AUTHOR]

This article analyzes the educational inclusion of people with disabilities from a complex perspective. In the sociological approach relationships and social levels in the game are more significant than the pedagogical strategies, content or curriculum. Teachers can think of to school, disability, his own role in the system and themselves as social subjects, with a reductionist and linear thinking or dynamic, multiple, dispersed and non-linear thinking. Objective of this work is to convene teachers to penetrate in multiple territories that coexist in the classroom, without attempting to reduce to one and the same. [ABSTRACT FROM AUTHOR]

En general, la integración de alumnos con discapacidad es aceptada, en mayor o menor grado, en el nivel preescolar y en los primeros ciclos de la educación primaria. Pero a medida que se avanza en los niveles educativos la discapacidad pone en evidencia la falta de preparación del sistema (más que las dificultades de los alumnos). La nueva perspectiva social posiciona la discapacidad como un problema de la sociedad (no individual) y la plena integración de las personas con discapacidad nos obliga a realizar una mirada crítica a las prácticas institucionales y sociales que la impidan o dificulten. Escuelas sin la accesibilidad, recursos humanos ni el equipamiento necesario; grupos demasiados numerosos, currículos inflexibles, traslados complicados y costosos, maestros no siempre capacitados a pesar de su buena voluntad y sobre todo instituciones que abren sus puertas con la actitud de «vamos a ver si…», antes que con el convencimiento de «así debe ser» (responsabilizando al docente y al alumno del «fracaso»), son fronteras que los jóvenes con discapacidad y sus familias no siempre pueden sortear. Con el problema planteado de este modo, vemos que coexisten distintos niveles de responsabilidad, distintos derechos, distintas dificultades y distintos aspectos que sólo podremos considerar si «desandamos» el camino; si desmenuzamos y analizamos todos los componentes de una situación compleja que llevan a una exclusión a veces explícita, a veces solapada. [ABSTRACT FROM AUTHOR]