Capabilities and the challenge to inclusive schooling
This chapter examines the role of schools in inclusion and capabilities formation and proposes an ethical model that views inclusion as social participation. The proposed model is based on two intuitions: inclusion understood as a social phenomenon and inclusion that is concerned with freedom. The chapter first considers the different perspectives on inclusion and its normative implications as a moral value in the field of education before discussing the ways that the capability approach can articulate and analyse the intuition of the freedom to be included, thus enhancing the concept of ‘full’ or ‘substantive’ inclusion. It also explains how the proposed ethical model of inclusion can be applied to design inclusive schools. It also discusses some examples of corresponding best practice in the field of education, drawn from international empirical research and practice.