Educational Justice for All: The Capability Approach and Inclusive Education Leadership
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| Title: | Educational Justice for All: The Capability Approach and Inclusive Education Leadership |
|---|---|
| Language: | English |
| Authors: | Toson, Amy L.-M, Burrello, Leonard C., Knollman, Gregory |
| Source: | International Journal of Inclusive Education. 2013 17(5):490-506. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Instructional Leadership, Administrators, Disabilities, Interviews, Special Education, Special Needs Students, Theory Practice Relationship, Accountability, Economic Climate, Educational Policy, Qualitative Research, Student Participation |
| DOI: | 10.1080/13603116.2012.687015 |
| ISSN: | 1360-3116 |
| Abstract: | Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district's practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2014 |
| Accession Number: | EJ1011426 |
| Database: | ERIC |
| Abstract: | Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district's practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included. (Contains 1 table.) |
|---|---|
| ISSN: | 1360-3116 |
| DOI: | 10.1080/13603116.2012.687015 |
