Towards a Disability-inclusive Higher Education Policy through the Capabilities Approach

Abstract

Evidence from international literature shows that despite interventions and policies, students with disabilities face persistent challenges in higher education. The capabilities approach can take us forward in addressing these challenges in two ways. Nussbaum's version of the capabilities approach, in particular, provides us with an analytical framework to explore valued opportunities and freedoms from a social justice perspective. Secondly, in line with Sen's argument, the approach can serve as the informational base for disability policies. In this study, the capabilities approach is operationalized within education by applying Walker's list of eight valued freedoms and opportunities to students with disabilities. Data are drawn from a qualitative study examining the processes through which students with disabilities at two South African universities make their educational choices and negotiate different structures on their way to, and in higher education. These students identified key valued freedoms and opportunities that are needed to access and succeed in higher education. Four of the eight valued freedoms and opportunities on Walker's list emerged strongly in this study. Seven other valued freedoms and opportunities which fall outside of Walker's list were also identified. These 11 key valued freedoms and opportunities, we argue, are needed for the formulation of socially just disability-inclusive policies.