Other people’s adaptations: teaching children with special educational needs to adapt and to aspire

Devecchi, C. and Watts, M. (2018) Other people’s adaptations: teaching children with special educational needs to adapt and to aspire. In: Comim, F., Fennell, S. and Anand, P. B. (eds.) New Frontiers of the Capability Approach. Cambridge: Cambridge University Press. (In Press)

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Item Type:	Book Section
Abstract:	This paper explores the notion of adaptive preferences in relation to the educational provision made available for children with special educational needs (SEN) and disabilities; and it argues that education for children with SEN can actually limit their well-being. In this sense, education, and schooling in particular, can be a barrier. By applying the notion of adaptive preferences, that is, the difference between what people prefer and are made to prefer and the part that other people play in generating the circumstances under which individuals adapt their preferences, this paper extends the debate on adaptive preferences by arguing that these limitations do not only inhibit the well-being of the students but of their teachers as well. We pursue this argument through an examination of the origins of the SEN and inclusivity agendas, initial teacher education (ITE) in the UK and the notion of teachers’ professional capabilities.
Uncontrolled Keywords:	Inclusion, teacher attitudes, capability approach, adaptive preferences, special educational needs, teacher training
Subjects:	L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education
Creators:	Devecchi, Cristina and Watts, Michael
Editors:	Comim, Flavio, Fennell, Shailaja and Anand, Prathivadi Bhayankaram
Publisher:	Cambridge University Press
Faculties, Divisions and Institutes:	University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research Research Centres > Centre for Education and Research
Date:	2018
Date Type:	Acceptance
Title of Book:	New Frontiers of the Capability Approach
Place of Publication:	Cambridge
Language:	English
Status:	In Press
Refereed:	Yes
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URI:	http://nectar.northampton.ac.uk/id/eprint/10086

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