inclusion-policies-in-higher-education-rights-capabilities-and-capability-approach-as-a-framework-for-elaboration-and-evaluation

Gris, Sandrine (2017). 'Inclusion policies in higher education: rights-capabilities and capability approach as a framework for elaboration and evaluation' Paper presented at the annual conference of the HDCA, Cape Town 2017.

Abstract

Despite the progress made, the pathways to and in higher education of young adults with disabilities are more random than those of all young adults (Ebersold, 2016). International studies on disability and higher education show that students with disabilities face higher challenges in higher education than their peers (Vickerman and Blundell 2010) regarding the persistence of inequalities and the devaluing effects associated with Disability. In Canada, and particularly in Quebec, the democratization of post-secondary institutions began in the wake of the reform of the education system of the 1960s. However, the inclusion of students with disabilities in Eastern universities Relatively recent (Doucet and Philion, 2016). In less than 20 years, their number has increased by 200%, (AQICESH, 2012), in 2016, 12 000 university students declared themselves to be living in a handicap situation (AQICESH, 2016). (Macé and Rivard, 2013) are not part of the right to education promulgated in the International Convention on the Rights of Persons with Disabilities adopted at the United Nations in 2006. This new multifaceted reality obliges higher education institutions to question, Of a part, services offers students with disabilities and more specifically to develop and implement an inclusion policy.
This paper focuses on how Sen's capacity-building approach, as a normative framework, helps to better understand, formulate and develop inclusion policies for students with disabilities based on legal To develop their choice and their freedoms. We first introduce this framework into the legal design approach - capability and policies are linked to Ebersold's (2014) inclusive level of the right to inclusive education framework to understand its implementation Before presenting the work of operationalization and the results of the research aimed at evaluating the implementation of the right to education in the policies of inclusion in higher education in the universities of Quebec. Finally, we have identified the theories and practices of this framework to develop, collect data and evaluate inclusion policies in the context of higher education.

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