Re-framing Inclusive Education Through the Capability Approach: An Elaboration of the Model of Relational Inclusion
Scholars have called for the articulation of new frameworks in special education that are responsive to culture and context and that address the limitations of medical and social models of disability. In this article, we advance a theoretical and practical framework for inclusive education based on the integration of a model of relational inclusion with Amartya SenΓÇÖs (1985) Capability Approach. This integrated framework engages children, educators, and families in principled practices that acknowledge differences, rather than deficits, and enable attention to enhancing the capabilities of children with disabilities in inclusive educational environments. Implications include the development of policy that clarifies the process required to negotiate capabilities and valued functionings and the types of resources required to permit children, educators, and families to create relationally inclusive environments.
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