Educational justice for all: the capability approach and inclusive education leadership

2013 ◽  
Vol 17 (5) ◽  
pp. 490-506 ◽  
Author(s):  
Amy L.-M. Toson ◽  
Leonard C. Burrello ◽  
Gregory Knollman
Keyword(s):  
Inclusive Education ◽  
Capability Approach ◽  
Education Leadership ◽  
Educational Justice ◽  
The Capability Approach

scholarly journals Understanding Inclusive Early Childhood Education: A Capability Approach

2012 ◽  
Vol 13 (4) ◽  
pp. 290-299 ◽  
Author(s):  
Kathryn Underwood ◽  
Angela Valeo ◽  
Rebecca Wood
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Capability Approach ◽  
Social Needs ◽  
Education Practice ◽  
Childhood Education ◽  
The Capability Approach

This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

scholarly journals Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

2018 ◽  
Vol 6 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Andrea Broderick
Keyword(s):  
Inclusive Education ◽  
Capability Approach ◽  
National Level ◽  
Human Potential ◽  
Educational Equality ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Mainstream Society ◽  
The Right ◽  
The Capability Approach

The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.

A capability perspective on impairment, disability and special needs

2005 ◽  
Vol 3 (2) ◽  
pp. 197-223 ◽  
Author(s):  
Lorella Terzi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Capability Approach ◽  
Educational Theory ◽  
Human Diversity ◽  
Education Policies ◽  
Causal Factors ◽  
Normative Account ◽  
The Capability Approach

This article presents elements of a capability perspective on impairment and disability and develops in connection with it a multidimensional and relational account of disability. It suggests how a capability perspective provides new and fundamental insights into the conceptualization of impairment and disability, and in doing this, resolves the tension between natural and social causal factors evident in current discussions of disability and education. It argues that the capability approach is innovative with respect to the centrality of human diversity in assessing equality, and that the specific understanding of human diversity proposed, the democratic decisional process promoted and the normative account of disability those entail, all have the potential to take educational theory and inclusive education policies in fruitful directions.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

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