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Students with special needs : defined by their origin?

chapter
posted on 06.12.2017, 00:00 by Bruce Knight
With the world-wide adoption of the philosophy of inclusion for the education of all students, a shift in thinking has occurred which sees schools as meeting a broad range of educational and social needs in regular classrooms, as opposed to segregated specialist expertise outside of the classroom. The discourse of inclusion extends to incorporate many different groups, including students with difficulties in learning, students with disabilities, and generally students who are disadvantaged in that they cannot access the curriculum effectively. The focus of this chapter is on advocating the use of a capability approach (Sen, 1992) as a framework to enhance students’ educational outcomes. This approach focuses on an individual’s capability to achieve rather than students being defined by their origin. This chapter uses the concept of ‘figured worlds’ (Holland et al., 1998) to explore how student identity develops. The chapter emphasises the need for teachers to be aware of what learning is possible and the learning identities offered in an inclusive learning environment.

History

Editor

Dervin F; Ragnarsdottir H

Parent Title

Origins : a sustainable concept in education

Start Page

73

End Page

86

Number of Pages

14

ISBN-13

9789462098527

Publisher

Sense Publishers

Place of Publication

Rotterdam

Open Access

No

External Author Affiliations

Learning and Teaching Education Research Centre (LTERC); School of Education and the Arts (2013- );

Era Eligible

Yes

Edition

First edition

Number of Chapters

7

Exports

CQUniversity

Exports