Other People’s Adaptations: Teaching Children With Special Educational Needs to Adapt and to Aspire

Cristina Devecchi, Michael Watts

Research output: Contribution to Book/ReportChapter

Abstract

For over three decades, the capability approach proposed and developed by Amartya Sen and Martha Nussbaum has had a distinct impact on development theories and approaches because it goes beyond an economic conception of development and engages with the normative aspects of development. This book explores the new frontiers of the capability approach and its links to human development in three main areas. First, it delves into the philosophical foundations of the approach, re-examining its links to concepts of common good, collective agency and epistemic diversity. Secondly, it addresses its 'operational frontier', aiming to give inclusive explanations of some of the most advanced methods available for capability researchers. Thirdly, it offers a wide range of the applications of this approach, as carried out by a mix of renowned capability scholars and researchers from different disciplines. This broad interdisciplinary range includes the areas of human and sustainable development, inequalities, labour markets, education, special needs, cities, urban planning, housing, social capital and happiness studies, among others.
Original languageEnglish
Title of host publicationNew Frontiers of the Capability Approach
EditorsFlavio Comim, Shailaja Fennell, P. B. Anand
Place of PublicationCambridge
PublisherCambridge University Press
Chapter23
Pages571-596
Number of pages15
ISBN (Print)978-1-108-42780-7
DOIs
Publication statusPublished - Oct 2018

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Keywords

  • Inclusion
  • adaptive preferences
  • capability approach
  • special educational needs
  • teacher attitudes
  • teacher training

Cite this

Devecchi, C., & Watts, M. (2018). Other People’s Adaptations: Teaching Children With Special Educational Needs to Adapt and to Aspire. In F. Comim, S. Fennell, & P. B. Anand (Eds.), New Frontiers of the Capability Approach (pp. 571-596). Cambridge University Press. https://doi.org/10.1017/9781108559881