chapter  12
Refl ections and the Human Capability Approach
ByLeonard C. Burrello, Jeannie Kleinhammer-Tramill, Wayne Sailor
Pages 5

At the outset of this book, Kleinhammer-Tramill, Burrello, and Sailor provided a broad outline for a new policy frame that would remove “the praxis of our efforts to serve students with disabilities from an insular system of services, bound within its own rules and regulations, and to pose a new vision for a system that is fully integrated within the larger context of education” (p.1). We suggested that special education should become “a temporally bounded instructional support system for any student in the public schools who might need support to achieve his or her full capabilities” (p. 1). We argued that to reconceptualize the system of special education, we need to (a) shift from a human capital agenda to a human capabilities agenda for education, (b) shift from a narrowed vision of what children should learn to a critical pedagogy, (c) create schools that are open systems rather than closed systems, and (d) shift accountability from a legalistic and policy frame to a moral and ethical frame.