THE TRANSITION TO THE BIOPSYCHOSOCIAL MODEL IN FEDERAL UNIVERSITIES: CHALLENGES FOR THE IMPLEMENTATION AND USE OF THE IFBRM AND IDBRA

Abstract

The consolidation of the biopsychosocial model of disability represents a significant paradigm shift in Brazilian public policies, particularly following the enactment of the Brazilian Inclusion Law (Law No. 13,146/2015). Within this context, Brazilian federal universities face the challenge of adapting their institutional procedures concerning assessment, admission, retention, and access to rights by replacing the traditional biomedical approach with a comprehensive biopsychosocial perspective. This chapter aims to analyze the main challenges associated with implementing and applying the Brazilian Modified Functioning Index (IFBrM) and the Brazilian Disability Identification Instrument (IDBrA) in federal higher education institutions. The study is based on a narrative literature review supported by legislation, public policy documents, scientific publications, and technical reports concerning disability assessment and inclusive education. The findings indicate that although both instruments provide a broader understanding of human functioning by integrating biological, psychological, and social dimensions, important barriers remain. These include insufficient professional training, lack of standardized institutional procedures, structural limitations, and the need for stronger interdisciplinary collaboration. The chapter concludes that the successful implementation of IFBrM and IDBrA depends on continuous investment in professional development, institutional governance, inclusive public policies, and evidence-based assessment protocols capable of ensuring fair, comprehensive, and human-centered evaluations within Brazilian federal universities.