Capability and Educational Equality: The Just Distribution of Resources to Students with Disabilities and Special Educational Needs

Terzi, Lorella

doi:10.1002/9781444307313.ch16

Cited by 10 publications

(35 citation statements)

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“…The level of opportunities or conversion factors (such as specific legislation, resources, changes in social norms and values, infrastructures, etc.) required to benefit from the capability to choose and achieve a given education at par with non-disabled children is unquestionably more important for children with disabilities (Mitra, 2006;Sen, 2009;Terzi, 2005Terzi, , 2007aTerzi, , 2007bTrani, Bakhshi, Bellanca, Biggeri, & Marchetta 2011).…”

Section: Education In Conflict-affected Fragile Statesmentioning

confidence: 99%

‘Delivering’ education; maintaining inequality. The case of children with disabilities in Afghanistan

Trani

Bakhshi

Nandipati³

2012

Cambridge Journal of Education

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Education for children with disabilities in Afghanistan, particularly disabled girls, continues to lag behind despite laudable efforts of the Ministry of Education to promote universal access for all. The opportunity for education constitutes not just a means of achieving learning outcomes but also a space for social interaction, individual development and psychosocial support, which are paramount in Conflict-Affected Fragile States (CAFS). However, many persisting barriers still need to be overcome in Afghanistan to allow education for all and change negative attitudes towards education of children with disabilities. In this paper we argue that viewing education as a basic commodity, which is the widespread practice in CAFS, is not conducive to expanding human freedoms and capabilities. More specifically, through analyses of a national survey, we demonstrate that despite considerable resources, increasing access to education in Afghanistan has maintained processes of marginalisation of the already excluded.

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Section: Education In Conflict-affected Fragile Statesmentioning

confidence: 99%

‘Delivering’ education; maintaining inequality. The case of children with disabilities in Afghanistan

Trani

Bakhshi

Nandipati³

2012

Cambridge Journal of Education

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“…Different authors have already noted the potential of a capabilities approach for bettering our understanding of adult and childhood disability, health ethics and decision-making, quality-of-life and health economics, and special education [26][27][28][29][30][31]. So there is already a growing awareness and appreciation of the concept in health and disability.…”

Section: Beyond Functioning In Rehabilitationcapabilitiesmentioning

confidence: 99%

Dignity, rights and capabilities in clinical rehabilitation

Siegert¹,

Ward²

2010

Disability and Rehabilitation

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“…However, equalising human capital might either aim at obtaining individual rewards for responsibility, or contribute to neutralising circumstances along the life path and to solidarity. This clearly implies opposite pedagogical scopes and instruments (Bennett, , ; Lister, ; Skevik, ; Staab, ; Penn, ; Terzi, ). REOp narrows the child‐equality matter by linking early childhood policies to future individual profits and counting on the market to ensure fair results.…”

Section: Shaping Early Childhood Policiesmentioning

confidence: 99%

“…This relation between contemporary egalitarian philosophy and education has been discussed extensively, including a focus on educational opportunities (Brown, ; Saito, ; Terzi, ). However, it is remarkable that while education policies increasingly look at preschool as the period in which to invest in order to equalise opportunities, early childhood education remains rather absent from the academic debate on equal opportunities, which is predominantly limited to compulsory education (Brighouse, ; Tooley, ).…”

Section: Introductionmentioning

confidence: 99%

Equality of Opportunities, Divergent Conceptualisations and their Implications for Early Childhood Care and Education Policies

Morabito¹,

Vandenbroeck²

2014

Journal of Philosophy of Education

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This article aims to explore the relations between equality of opportunity and early childhood. By referring to the work of contemporary philosophers, i.e. Rawls, Sen, Dworkin, Cohen and Roemer, we argue for different possible interpretations, based on political discussions, concerning how to operationalize equality of opportunities. We represent these diverging options on a continuum, ranging from Responsibility‐oriented Equality of Opportunity (REOp) and Circumstances‐oriented Equality of Opportunity (CEOp). We then analyse how early childhood care and education policies can be constructed in relation to these conceptualisations and argue that the CEOp is a more plausible interpretative framework to operationalize equality of opportunity in early childhood.

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Capability and Educational Equality: The Just Distribution of Resources to Students with Disabilities and Special Educational Needs

Cited by 10 publications

References 0 publications

‘Delivering’ education; maintaining inequality. The case of children with disabilities in Afghanistan

‘Delivering’ education; maintaining inequality. The case of children with disabilities in Afghanistan

Dignity, rights and capabilities in clinical rehabilitation

Equality of Opportunities, Divergent Conceptualisations and their Implications for Early Childhood Care and Education Policies

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