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<https://discovery.ucl.ac.uk/id/eprint/10019825> <http://purl.org/ontology/bibo/abstract> "This study is a philosophical conceptualisation of educational equality in retation to\nprovision for disabled students and students with Special Educational Needs. Its\ntheoretical core is the outline of a principled framework for a just distribution of\neducational opportunities to these students.\nSituated within liberal egalitarianism, this conceptualisation relates principles of\njustice as fairness (as developed by John Rawls) and the capability approach (as\ndeveloped by Amartya Sen and Martha Nussbaum) to the areas of disability studies\nand special and inclusive education.\nCurrent perspectives on disability, and in particular the social model of disability,\nand positions on Special Educational Needs, as well as related policies, present\ntheoretical and operational limits not only in relation to the achievement of inclusion,\nbut also in addressing the equal entitlement of children to education. These limits\nderive primarily from the absence of clear principles, and relate specifically to the\nunderstandings of disability and special educational needs informing these\nperspectives.\nThis conceptualisation of educational equality operationalises the capability\napproach with reference both to issues of definitions and of provision. The capability\napproach is a normative framework where equality is evaluated within the space of\nthe actual freedoms - or capabilities - people have to pursue their ends and to\nconvert resources into functionings they value. In connecting capability to the\ndemands of justice, this approach contributes important insights to the theorisation\nof a principled framework for resource distribution. The framework theorised entails\nprinciples of justice as fairness informed by a capability metric, which is sensitive to\nthe interests of disabled students and students with learning difficulties, and\nunderpinned by definitions of disability and Special Educational Needs reconsidered\nin terms of functionings and capabilities.\nWhilst re-establishing the centrality of educational equality, this study reconceptualises\ndisability and Special Educational Needs within a framework of\njustice."^^<http://www.w3.org/2001/XMLSchema#string> .
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