Accessibility training from the university. Reflections for community intervention in the face of population aging

Stereotypes that include population aging, as well as disability as a problem, and that have led to the late acceptance of universal accessibility as a human right have a long history. His social treatment has been very diverse. Models of analysis ranging from eugenics to social inclusion and acceptance of universal accessibility as a human right are illustrated. The current reflections are based on the principles of elimination of architectural barriers and universal design that involved the creation of accessible spaces for all. This conception moves to the field of education in diverse educational models that recognize the need for accessibility to favor the access of people with different physical, cognitive, sensory and symbolic abilities. In addition, he insists on the importance of the community bond and social solidarity. The theoretical - methodological perspective on "Community Self-development" offers a sustenance that reveals the centrality of the categories: critical awareness, participation, cooperation and common project in the discourse of accessibility from a paradigm of equity, inclusion and social justice. The importance of the school, especially the university, as a social actor is analyzed based on the articulation of professional training and scientific research with the university extension. This means advancing in the mitigation of the demographic vulnerability that the aging population generates, from consolidating the social fabric. From a position of community social resilience through the establishment of social networks that collectively learn.