Historically, disability has been conceptualized within deficits-based models. But, newer models that emphasize the fit between health, the environment, and personal factors are leading to strengths-based approaches to supporting people with disabilities. This article explores implications for such models on disability, in general, and special education, specifically. The importance of self-determination to operationalizing such models is discussed. Finally, the shift to a supports paradigm as part of the response to person-environment fit models is examined, along with a discussion pertaining to a series of measures of support needs.Históricamente, la discapacidad ha sido conceptualizada dentro de modelos basados en déficit. Pero, los modelos más nuevos que enfatizan el ajuste entre la salud, el medio ambiente y los factores personales están conduciendo a enfoques basados en potencialidades para apoyar a las personas con discapacidad. Este artículo explora las implicaciones para tales modelos sobre discapacidad, en general, y educación especial, específicamente. Se discute la importancia de la autodeterminación para poner en práctica dichos modelos. Finalmente, se examina el cambio a un paradigma de apoyos como parte de la respuesta a los modelos de ajuste persona-ambiente, junto con una discusión relacionada con una serie de medidas de necesidades de apoyo.Historically, disability has been conceptualized within deficits-based models. But, newer models that emphasize the fit between health, the environment, and personal factors are leading to strengths-based approaches to supporting people with disabilities. This article explores implications for such models on disability, in general, and special education, specifically. The importance of self-determination to operationalizing such models is discussed. Finally, the shift to a supports paradigm as part of the response to person-environment fit models is examined, along with a discussion pertaining to a series of measures of support needs.