Examining Disabilities and Higher Education from a Social Model Perspective

Abstract

　 This paper explores support systems for students with disabilities in higher education using the framework of the social model. The findings indicate that legal developments and the dissemination of guidelines have contributed to progress in addressing disability issues, particularly by emphasizing the “social basis of solutions” and the “social attribution of responsibility” in resolving these challenges.

　 However, disparities in institutional responses and limitations in providing reasonable accommodations persist. Additionally, the underlying social mechanisms that create barriers for students with disabilities have received little attention.

　 Previous research from the United States has suggested that adopting universal design principles, evaluating campus climate, and implementing improvement initiatives with student participation have the potential to enhance student satisfaction and support academic continuity.

　 Japanese higher education institutions must address these disparities by analyzing the mechanisms that create social barriers, re-examining learning environments, increasing opportunities for student participation, and fostering a more inclusive campus climate. Moving forward, it will be necessary to refine specific policy proposals through empirical research and case studies.