Abstract and Keywords
This chapter argues that a capability perspective on justice in education provides a normative framework that is sensitive to the educational interests of students with intellectual disabilities. It argues that a “threshold” approach, specified in terms of a threshold of capabilities for equal participation in society, is an appropriate principle for educational justice, when equal participation is a condition for the well-being of the child, both as a child and future adult. It also offers a rich and pluralistic account of citizenship, which, linked to a capability notion of well-being and flourishing, includes children with intellectual disabilities.
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