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

Toson, Amy L.-M.; Burrello, Leonard C.; Knollman, Gregory

doi:10.1080/13603116.2012.687015

Cited by 13 publications

(9 citation statements)

References 9 publications

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“…In the last decade, scholars in the field of education studies have turned to the capability approach to analyse the theory and provision of education for those with special needs and/or disabilities (see, among others, Ainscow & Farrell, 2002;Florian, Dee, & Devecchi, 2008;Nind, Rix, Sheehy, & Simmons, 2005). Several scholars have written about inclusive education, with a particular focus on capabilities (see, among others, Norwich, 2014;Robeyns, 2003Robeyns, , 2006Rogers, 2013;Saito, 2003;Sarojini Hart, 2012;Terzi, 2005Terzi, , 2007Terzi, , 2014Toson, Burrello, & Knollman, 2013;Trani, Bakhshi, Ballanca, Biggeri, & Marchetta, 2011;Walker, 2006a;Walker & Unterhalter, 2007). Other scholars (Arnardóttir, 2011;Broderick, 2014;Broderick & Quinlivan, 2017;De Beco, 2014Della Fina, 2017;Waddington & Toepke, 2014) have addressed the right to education in Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD or Convention).…”

Section: )mentioning

confidence: 99%

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

Broderick

2018

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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.

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Section: )mentioning

confidence: 99%

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

Broderick

2018

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“…Johnson- Harris and Mundschenk (2014) and Conderman and Hedin (2014) suggest changes to teaching approaches which could support students with challenging behaviour. Toson, Burrello, and Knollman (2013) also argue that school leadership needs to support the creation of the right conditions for inclusion. Including students with challenging behaviour therefore requires schools to transform practice (Booth and Ainscow 2011), structure (Katz and Earl 2010), school systems (Gilmore 2012(Gilmore , 2011 and highlighting the importance of context in shaping behaviour (Orsati and Causton-Theoharis 2013).…”

Section: Challenging Behaviour and Exclusionsmentioning

confidence: 99%

“…The solution to this conundrum may lie in the system surrounding the TI project: the nature of the schools' partnership and the consequences that went much further than the initial goal of using TI. Many authors have argued that schools which have a culture of reflecting upon practice (Ainscow and Sandhill 2010), have leadership which supports inclusion (Toson, Burrello, and Knollman 2013), and are willing to transform, are the most likely to be able to create an inclusive environment (Katz and Earl 2010;Booth and Ainscow 2011). The partnership process surrounding the TI project created the conditions in which all of these features were able to co-exist.…”

Section: Features Of the Ti Partnershipmentioning

confidence: 99%

“You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools

Rose

Stanforth

Gilmore

et al. 2018

Emotional and Behavioural Difficulties

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“…While this theoretical model has been studied and applied across many disciplines (economics, gender equity, social justice), there has been recent attention on its role in disability research, special education and inclusion of students into the general education setting (Mitra, 2006;Terzi, 2005;Toson, Burrello, & Knollman, 2013). This framework is relevant to this study because if teachers do not believe IEP accommodations are valuable and effective or they find challenges that limit the implementation, students with…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The capability approach challenges us to consider the obstacles that may stand in the way of the individual's ability to function and consider these obstacles to be overcome in order to "secure the recognition of their entitlements as citizens" (Toson et al, 2013). As the researcher in this study, I approached this study with the philosophical belief that denoted IEP accommodations are essential to have in place and be implemented for students with disabilities to the same extent as any other student in the general education classroom.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

High School General Education Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

Krones¹

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Accommodations: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities. Accommodations are intended to reduce or even eliminate the effects of a student's disability; they do not reduce learning expectations (Thompson, Morse, Sharpe, & Hall, 2005). Asperger Syndrome: For the detailed criteria as found in the Diagnostic and Statistical Manual-IV-TR (2000), please see Appendix A. The term "High Functioning Autism" has also been used to describe individuals who have many diagnostic similarities to those with a diagnosis of Asperger Syndrome. Asperger Syndrome is considered a medical diagnosis. Autism: The educational definition of autism, according to the Illinois State Board of Education is as follows: A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. (A child who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the other criteria of this Section are satisfied.) Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance (Illinois State Board of Education, 2014b) Autism Spectrum Disorders (ASD): A developmental disability that can cause significant social, communication, and behavioral challenges. People with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in 4 21,

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

Cited by 13 publications

References 9 publications

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

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

“You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools

High School General Education Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

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