Reframing inclusive education: educational equality as capability equality

Terzi, Lorella

doi:10.1080/0305764x.2014.960911

Cited by 109 publications

(69 citation statements)

References 23 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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“…The point does not a priori rule out the possibility of transforming education systems, but avoids a purely instrumental vision of inclusive education (Terzi, 2014). Despite its sweeping scope, human dignity can provide a benchmark for the enforcement of the goal of inclusive education in that it establishes what is required for such education to be ethically acceptable.…”

Section: Obstacles To Inclusive Educationmentioning

confidence: 99%

“…It simply remains silent on how to enhance the capabilities, although this may be done by acting on the environment. Accordingly, it does not promote inclusive education, and even pleads for special schools if this turned out to be more suitable for achieving the objective (Nussbaum 2007(Nussbaum , 2009Terzi, 2014). Therefore, further grounding is necessary to contend that education systems should be transformed.…”

Section: Achieving Inclusive Educationmentioning

confidence: 99%

“…It acknowledges, for instance, that disabled people need more resources than other people to achieve a certa in degree of human functioning (Sen, 1999(Sen, , 1992. Terzi (2014Terzi ( , 2008 therefore argues that capabilities theory makes allowances for the allocation of a higher degree of resources to disabled children so that they can achieve 'fundamental educational functionings'. The allocation of such resources is necessary to give them equal access to these functionings.…”

Section: Achieving Inclusive Educationmentioning

confidence: 99%

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The right to inclusive education: why is there so much opposition to its implementation?

Beco¹

2017

International Journal of Law in Context

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Abstract:Although the Convention on the Rights of Persons with Disabilities (CRPD) proclaims the right to inclusive education, and much attention is being given to the goal of inclusive education in debates on human rights, there are doubts as to whether this right has led to a new direction in policy making. The under-researched question is: why is there so much opposition to the implementation of the right to inclusive education? This article examines the question by distinguishing between both the concept and practice of inclusive education. Using a specific interdisciplinary approach in order to critically analyse a legal norm, the article looks into the very meaning of inclusive education by utilising some central conclusions from disability studies to appraise the ideal of inclusive education, and seeks to resolve related challenges by drawing upon political philosophy to investigate pragmatic solutions to the obstacles to inclusive education. This article claims that it is thereby possible to incorporate the element of actual achievability into such an ideal.The author wishes to thank

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“…Inscrita nos valores de uma sociedade democrática, a inclusão integra na sua definição uma educação de qualidade para todos os alunos -incluindo aqueles que experienciam algum tipo de incapacidade -, visando a sua autonomia e acesso pleno à cidadania (e.g., Norwich, 2014;Terzi, 2014). Sublinhando o respeito e celebração da diversidade humana, a educação inclusiva é hoje compreendida como um processo que visa uma igualdade que não se cinge ao acesso e partilha de espaços comuns de aprendizagem, mas compreende o desenvolvimento e apropriação de oportunidades para uma participação e envolvimento bem-sucedido por parte de todos (e.g., Florian, 2014;EADSNE, 2011;Sanches-Ferreira et al, 2013).…”

Section: Introductionunclassified

Dimensões ambientais e produtos e tecnologias influentes na participação e inclusão de alunos com incapacidade

Silveira-Maia¹,

Santos²,

eira³

et al. 2017

Educatio

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Este artigo teve como objetivo identificar aspetos ambientais influentes no processo de inclusão de alunos com incapacidade. Foram analisados Programas Educativos Individuais (PEI) de 170 alunos com necessidades adicionais de suporte, num processo de recolha que cobriu diferentes regiões de Portugal Continental. Os conteúdos dos PEI foram objeto de análise de conteúdo, procedendo- se à identificação de unidades de significado e sua categorização dedutiva nas taxonomias de: Whiteneck et al. (1997) – acessibilidade, disponibilidade, adaptabilidade, suporte social e equidade; e da CIFCJ (OMS, 2007) – produtos e tecnologias, ambiente natural, apoio e relacionamentos, atitudes e serviços, sistemas e politicas. Os resultados sugerem que o suporte social (e.g., atitudes, comportamentos de apoio), a disponibilidade (e.g., serviços, recursos, materiais) e a adaptabilidade (e.g., ajustamento de métodos/ tarefas/ materiais) são, na globalidade dos casos, as dimensões mais consideradas no apoio à participação dos alunos com incapacidade. De modo correspondente, os domínios da CIF-CJ mais abordados foram o apoio e relacionamentos (i.e., apoio prático físico ou emocional) e os produtos e tecnologias, especificamente métodos/ materiais educativos especialmente concebidos ou adaptados. A partir destes resultados são discutidas implicações práticas em diferentes níveis do sistema educativo.

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Reframing inclusive education: educational equality as capability equality

Cited by 109 publications

References 23 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

The right to inclusive education: why is there so much opposition to its implementation?

Dimensões ambientais e produtos e tecnologias influentes na participação e inclusão de alunos com incapacidade

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