Underwood, K., Valeo, A., & Wood. R. (2012). Understanding inclusive early childhood education: a capability approach. Contemporary Issues in Early Childhood, 13 (4), 290-299).

This article explores how a capability approach to understanding inclusion can be applied to early childhood settings. Inclusion is defined as activity that promotes equitable outcomes. Equity is not cast as simply a matter of access, it also includes support and individual responsivity. The capability approach “emphasises that each person has capabilities that are individually defined by that which they value” (p. 291). This article sets out a theoretical framework for taking a capability approach to inclusion of children with diverse learning needs.

The capability approach entails three key concepts: capabilities – actions and states valued by the individual; functionings – capabilities that have been realised by the individual; and, differences – how an individual converts capabilities into functionings. “Acknowledgement of the range of experiences and individual characteristics of children with disabilities is an important starting point to understandings inclusive education” (p. 292). These definitions, and the pedagogical thrust, circulate an important question – how do we find out about the capabilities of diverse learners in our settings? The authors are clear that inclusion is as much about achieving the goals of individual children as it is about giving equal access to early childhood settings.

Some of the issues for early childhood teachers come in the form of young children not being able to articulate what they value. This is a problem for an early childhood education that is charged with “preparing children for later educational experiences or enhancing their developmental trajectory” (p. 293). So how then do teachers recognise the capabilities of all children? What do you do?

Dr Bradley's buzz:

The authors point to a central tension in inclusive education: how do teachers balance early intervention with the right to be different? Or put another way, how do ‘special’ differences differ from the ‘normal differences’ of a child’s culture? (My own interpretation of the problem posed). The answer put forward is simple – all children must be acknowledged for their own individual capabilities, whatever they may be. The authors state that this takes effort on the part of educators, specifically, it entails educators taking a non-deficit, pluralistic approach to capability. The challenge here is for teachers to reflect not only on their practice (behaviours) but also the motivation of that practice (assumptions on capability).

The three common principles of international reviews on inclusive education are: that instruction must be individualised; that instruction must occur across settings; and, that practice requires systemic support (e.g., policy etc). Each of these principles are shown to be consistent with the capability approach to inclusion (the approach that focuses on individual definitions of capabilities that are valued).

For the teacher, this article amounts to a challenge. It is a challenge to drop the schematic tool of knowing where a child should be in favour of knowing where a child wants to be, on their terms. There is much detail that I have missed in defending these propositions, but the article itself is a very engaging read. It is well worth a look.