The Common School and the Comprehensive Ideal 2008
DOI: 10.1002/9781444307313.ch16
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Capability and Educational Equality: The Just Distribution of Resources to Students with Disabilities and Special Educational Needs

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Cited by 10 publications
(35 citation statements)
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“…The level of opportunities or conversion factors (such as specific legislation, resources, changes in social norms and values, infrastructures, etc.) required to benefit from the capability to choose and achieve a given education at par with non-disabled children is unquestionably more important for children with disabilities (Mitra, 2006;Sen, 2009;Terzi, 2005Terzi, , 2007aTerzi, , 2007bTrani, Bakhshi, Bellanca, Biggeri, & Marchetta 2011).…”
Section: Education In Conflict-affected Fragile Statesmentioning
confidence: 99%
“…The level of opportunities or conversion factors (such as specific legislation, resources, changes in social norms and values, infrastructures, etc.) required to benefit from the capability to choose and achieve a given education at par with non-disabled children is unquestionably more important for children with disabilities (Mitra, 2006;Sen, 2009;Terzi, 2005Terzi, , 2007aTerzi, , 2007bTrani, Bakhshi, Bellanca, Biggeri, & Marchetta 2011).…”
Section: Education In Conflict-affected Fragile Statesmentioning
confidence: 99%
“…Different authors have already noted the potential of a capabilities approach for bettering our understanding of adult and childhood disability, health ethics and decision-making, quality-of-life and health economics, and special education [26][27][28][29][30][31]. So there is already a growing awareness and appreciation of the concept in health and disability.…”
Section: Beyond Functioning In Rehabilitationcapabilitiesmentioning
confidence: 99%
“…However, equalising human capital might either aim at obtaining individual rewards for responsibility, or contribute to neutralising circumstances along the life path and to solidarity. This clearly implies opposite pedagogical scopes and instruments (Bennett, , ; Lister, ; Skevik, ; Staab, ; Penn, ; Terzi, ). REOp narrows the child‐equality matter by linking early childhood policies to future individual profits and counting on the market to ensure fair results.…”
Section: Shaping Early Childhood Policiesmentioning
confidence: 99%
“…This relation between contemporary egalitarian philosophy and education has been discussed extensively, including a focus on educational opportunities (Brown, ; Saito, ; Terzi, ). However, it is remarkable that while education policies increasingly look at preschool as the period in which to invest in order to equalise opportunities, early childhood education remains rather absent from the academic debate on equal opportunities, which is predominantly limited to compulsory education (Brighouse, ; Tooley, ).…”
Section: Introductionmentioning
confidence: 99%