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Disability, education and inclusion: sociological perspective Stéphanie TREMBLAY University of Québec in Montreal, Québec, Canada Catherine LOISELLE Research centre for the educational and professional inclusion of students with disabilities (CRISPESH), Québec, Canada This article provides an overview of the recent evolution of the understanding of disability in higher education in Québec and its implications for helping disabled students. The authors will clarify the terminological evolution of disability in the West since the advent of the welfare state by highlighting its diverse impacts on individuals. It will identify two central tendencies, the “disability” and the “disability situation”, which became connected in the recent history of Québec, as illustrated by the progression of Québec policies on inclusion in higher education. These two visions of the difference have also changed how social relations are dealt with: from a “medical” model, aiming to rehabilitate individuals to their usual social “functions”, to a more interactionist model incorporating the role of the environment in the construction of the disability, shifting part of the responsibility to the definition of institutional standards. More consideration for the second model is reflected in Québec’s collegial and university teaching through a tendency to break down inclusion structures and rethink teaching practices based on a “universal design for learning”.

L’inclusion des étudiants en situation de handicap au postsecondaire : besoins, défis et enjeux