Abstract
According to UNESCO, the concept of basic education is now connected to lifelong education which aims for a society of citizens who collaborate to resolve social problems rather than pursue private well-being. Then how about basic education of people with disabilities? The diversity of the theoretical frameworks reflects the reality of people with disabilities in society and supports the development of practices in basic education for people with disabilities. It was once thought as a tool to develop the abilities of individuals with disabilities till they are
able to adapt to mainstream society, but now it has to be a tool to help citizens both with and without disabilities to solve issues, espectally ones related to disability. To look at the notion of basic education of people with disabilities, the change of the concept of disability should be reexamined. It has been transformed internationally from a concept based on an individual or medical model of disability to that based on a social model of disability. This transformation indicates that society rather than individuals with disabilities must change to solve disability issues. Thus basic education of people with disabilities now should be seen as a tool to change the relationship between people with disabilities and those without, in order to resolve social issues together. From this perspective, this
paper focuses the practices of the independent living program and the self-advocacy as advanced cases of the basic education of people with disabilities.Though these practices have been neglected by educational discourse, their endeavor needs to be reevaluated as a means to forming on inclusive society through basic education of people with disabilities.
