Capabilities and the challenge to inclusive schooling
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.
Keywords: inclusion, capabilities formation, social participation, social phenomenon, freedom, education, capability approach, inclusive schools
Policy Press Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
Please, subscribe or login to access full text content.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.
