A capability approach for online primary and secondary students with disabilities

Abstract

A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed.

A Multidisciplinary Educational Approach for Children With Chronic Illness: An Intervention Case Study

“…Research on online schooling and blended learning (combinations of in-person and online schooling) is still at an emerging stage; however, such approaches are increasingly used with children with chronic illness ( Coy, 2014 ; Stella & Corry, 2017 ). It has been suggested that children with chronic illness may benefit from the individualized pacing and freedom to make mistakes without peers around that is uniquely available with online formats ( Stella & Corry, 2017 ). It is also expected that online schooling may promote metacognitive skills, such as autonomy and responsibility ( Terras, Leggio, & Phillips, 2015 ).…”

‘Ought’ should not assume ‘Can’? Basic Capabilities in Cybersecurity to Ground Sen’s Capability Approach

“…While we explored the application of the capability approach in the use and protection of ICTs, we found literature that points to its shortcomings. Stella and Corry [51] point to the vagueness of the capability approach. Gasper [52] highlights difficulties in operationalising the capability approach also citing its vagueness.…”