Educational Justice for Students with Intellectual Disabilities

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


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.
Original languageEnglish
Title of host publication The Oxford Handbook of Philosophy and Disability
EditorsDavid Wasserman, Adam Cureton
Place of PublicationOxford
PublisherOxford University Press
Publication statusPublished - Mar 2019

Publication series

NameOxford Handbooks Online
PublisherOxford University Press


  • capability, intellectual disability, justice, education, equality, threshold, citizenship, well-being, flourishing

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