¿Cuándo el Certificado Único de Discapacidad se convierte en un dispositivo de exclusión escolar?

Abstract

Individuals living with disabilities require support systems to achieve autonomy, participation, and the exercise of their rights across various spheres of social life. Educational institutions serve as the primary setting for participation outside the family unit, fostering knowledge, promoting peer connections, and enabling the discovery of the world alongside others. Within this context, there are students who require adults to devise alternative ways of accessing learning. Issues arise within the educational system when the disability certificate, originally conceived as a guarantee of necessary support, enters the picture; over time, however, it begins to foster exclusionary pathways rooted in subjective perceptions of disability. These decisions, while well-intentioned and aimed at ensuring reasonable accommodations, accessibility, and learning, ultimately promote differentiated educational trajectories and referrals to therapeutic settings; viewed through the lens of the right to education, such outcomes amount to exclusion.