This study aims to understand the impact of social and political disability’ discourses on the experience of difference of people with physical disabilities, namely on their quality of life, that includes educational and job opportunities, participation and community integration, independency and empowerment. Despite progresses on legislation, the majority of disabled people still face barriers at school (physical, social and access to curriculum) and deal frequently with discrimination (Gray, 2002), which have profound implications for schooling, education and life experiences (Rice, 2002). In fact, according to United Nations, the widespread discriminatory attitudes are the most significant barrier to the implementation of legislation. Although many students with disabilities gained access to public schools and benefit greatly from an education, they did not necessarily access mainstream classes (Ferri & Connor, 2005). The discrimination faced by disabled students is subtle and not bad intentioned but they are seen as objects of pity and teachers and school staff have low expectations which are passed to students own expectations about their future contribution in society (Gray, 2002). These attitudes developed at school will bring them a culture that prevents success in employment and social/economic inclusion (Gray, 2002). Democratic societies aim to have inclusive schools, but this goal is not a simple one and it might imply confronts with political and/or pedagogic polemics present in our society (Rodrigues, 2001). Disability studies in education uncover and eliminate social, cultural and political barriers that prevent access to academic area (Bagglieri & Knopf, 2004), in order to promote social justice, equitable and inclusive education opportunities and full and meaningful access to all aspects of society for people labeled disabled (Connor, Gabel, Gallagher & Morton, 2008). Disability studies uncover the powerladen social constructions that result from the social and political discourses in which special education operates (Thomson, 2000; Linton, 1998). Inclusion is a moral imperative in promoting social justice (Bagglieri & Knopf, 2004) and societies must work to deconstruct ableism and create a community that recognizes and embraces all differences (Bagglieri & Knopf, 2004), acknowledging that diversity and difference are positive values and important factors for progress (Rodrigues, 2001). Understanding the perspectives of disabled people about the goal of inclusion is a priority in inclusive education (Giangreco, Edelman, Broer & Doyle, 2001; Cook, Swain & French, 2001; Curtin & Clarke, 2005; Rodrigues, 2001).

Our work uses a quantitative study with a sample of adults with physical disabilities, using an adapted version of Quality of Life Questionnaire (Schalock & Keith, 1993) that includes the following dimensions: satisfaction, competence/productivity, empowerment/ independence, social belonging/community integration and rights.

Results will expand our understanding of the main challenges faced by people with physical disabilities in the educational and professional domains, exploring the factors that obstruct and promote their empowerment and social participation. We expect that the findings can be relevant for specifying guidelines for future developments in the promotion of integration of students with physical disabilities.