eprintid: 10019825
rev_number: 8
eprint_status: archive
userid: 587
dir: disk0/00/01/98/25
datestamp: 2014-10-29 10:55:56
lastmod: 2017-12-07 21:35:30
status_changed: 2014-10-29 10:55:56
type: thesis
metadata_visibility: show
creators_name: Terzi, Lorella
title: Equality capability and social justice in education:re-examining disability and special educational needs
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2005.
abstract: This study is a philosophical conceptualisation of educational equality in retation to
provision for disabled students and students with Special Educational Needs. Its
theoretical core is the outline of a principled framework for a just distribution of
educational opportunities to these students.
Situated within liberal egalitarianism, this conceptualisation relates principles of
justice as fairness (as developed by John Rawls) and the capability approach (as
developed by Amartya Sen and Martha Nussbaum) to the areas of disability studies
and special and inclusive education.
Current perspectives on disability, and in particular the social model of disability,
and positions on Special Educational Needs, as well as related policies, present
theoretical and operational limits not only in relation to the achievement of inclusion,
but also in addressing the equal entitlement of children to education. These limits
derive primarily from the absence of clear principles, and relate specifically to the
understandings of disability and special educational needs informing these
perspectives.
This conceptualisation of educational equality operationalises the capability
approach with reference both to issues of definitions and of provision. The capability
approach is a normative framework where equality is evaluated within the space of
the actual freedoms - or capabilities - people have to pursue their ends and to
convert resources into functionings they value. In connecting capability to the
demands of justice, this approach contributes important insights to the theorisation
of a principled framework for resource distribution. The framework theorised entails
principles of justice as fairness informed by a capability metric, which is sensitive to
the interests of disabled students and students with learning difficulties, and
underpinned by definitions of disability and Special Educational Needs reconsidered
in terms of functionings and capabilities.
Whilst re-establishing the centrality of educational equality, this study reconceptualises
disability and Special Educational Needs within a framework of
justice.
date: 2005
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532057
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 237
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Terzi, Lorella;      (2005)    Equality capability and social justice in education:re-examining disability and special educational needs.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019825/1/TERZI%2C%20L.pdf