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Capability-Promoting PoliciesEnhancing Individual and Social Development$
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Hans-Uwe Otto, Melanie Walker, and Holger Ziegler

Print publication date: 2017

Print ISBN-13: 9781447334316

Published to Policy Press Scholarship Online: May 2018

DOI: 10.1332/policypress/9781447334316.001.0001

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Capabilities and the challenge to inclusive schooling

Capabilities and the challenge to inclusive schooling

Chapter:
(p.219) Twelve Capabilities and the challenge to inclusive schooling
Source:
Capability-Promoting Policies
Author(s):

Franziska Felder

Publisher:
Policy Press
DOI:10.1332/policypress/9781447334316.003.0012

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.

Keywords:   inclusion, capabilities formation, social participation, social phenomenon, freedom, education, capability approach, inclusive schools

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