Applying a Capabilities Approach to Cross Curricular Priorities for Students with Disabilities

1. Applying a Capabilities Approach to Cross Curricular Priorities for Students with Disabilities Dr Deborah Price University of South Australia ACSA Darwin, September, 2013

2. Applying a Capabilities Approach to Cross Curriculum Priorities for Students with Disabilities • The Australian Curriculum is for all • Aim: To apply the capabilities approach of Amartya Sen (1985) and Martha Nussbaum (2003) as a powerful theoretical framework. • Apply Nussbaum’s 10 Central Human Capabilities as a benchmark against which to assess how the learning needs of students with disabilities are being met in the national curriculum. • The cross-curriculum priorities are used as a case study

3. Setting the scene Tensions Response Amendments to draft curriculum materials and shaping papers Overarching statements addressing student diversity including SWD Consultation reference groups Extending literacy capability continuum (1a to 1e) Explicit teaching and learning examples in English, Maths, Science and History learning areas Students with Disability paper was open for public consultation in 2012 Student Diversity and the Australian Curriculum, Advice for principals, schools and teachers released in January 2013 • Initial invisibility of SWD in Australian Curriculum • Curriculum content for SWD should have been part of the overarching blueprint for the development of the national curriculum (Muskovitis, 2010, p.51). • Making the curriculum accessible after the fact; • time consuming • challenging for the team • beneficial to only a small number of children at a given time or within an activity (Lieber, Horn, Palmer and Fleming, 2008, p.20)

4. Including Students with Disabilities in the Cross Curriculum Priorities • How will the cross curriculum priorities inclusively address the needs of SWD?; • Aboriginal and Torres Strait Islander histories and cultures • Asia and Australia’s engagement with Asia • Sustainability • The cross curriculum priorities are designed to embed in all learning areas, contemporary and relevant issues in the lives of students to equip them with the skills, knowledge and understandings to prosper in a globalized world and contribute to the social, intellectual and creative capital of the nation (ACARA). • The cross curriculum priorities may be addressed for SWD through applying Sen and Nussbaum’s Central Capability approach

5. Applying the Central Capabilities approach for SWD • Amartya Sen and Martha Nussbaum advance a capabilities approach whereby securing a right to someone requires more than the absence of negative state actions. • Focusing from the start on what people are actually able to do and be therefore places you well to foreground and address inequalities (Nussbaum, 2003). • Individuals need to be in a position of capability to function for rights to be secured. • Capabilities are distinct from functioning; they focus on what a person is or actually chooses to do, the set of alternatives they have…real opportunities. ..real choices (Anand et al. 2005).

6. Central Human Capabilities 10 Central Capabilities Australian Curriculum So how can SWD fundamental entitlements to the ten capabilities be applied to the Cross Curriculum Priorities? • Life • Bodily health • Bodily integrity • Senses, imagination and thought • Emotions • Practical reason • Affiliation • Other species • Play • Control over one’s environment. (Nussbaum, 2003)

7. Sustainability and central capabilities Sustainability addresses the ongoing capacity of Earth to maintain all life and promotes sustainability through individual and collective actions. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment (ACARA).

8. Sustainability and central capabilities

9. Sustainability and central capabilities

10. Aboriginal and Torres Strait Islander histories and cultures ACARA describes how ‘Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view’.

11. Aboriginal and Torres Strait Islander histories and cultures

12. Asia and Australia’s engagement with Asia ‘Underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and global communities, and build Australia’s social, intellectual and creative capital. It also builds understanding of the diversity of cultures and peoples living in Australia, fosters social inclusion and cohesion and is vital to the prosperity of Australia’.

13. Asia and Australia’s engagement with Asia

14. Concluding thoughts and recommendations • Potential for applying Martha Nussbaum’s ten central capabilities as a foundational benchmark for which all students including SWD can live a life of dignity…this includes education • Curriculum developers and educators shared conception, which promotes what students with disabilities can do and be…..provide opportunity • The central capabilities, provide opportunity for SWD to engage in the cross curriculum priorities • Through a capabilities lens, educators can focus from the start on what SWD are actually able to do and be and to empower individuals to be in a position of capability in order to function (Nussbaum, 2003).

15. Recommendations • Future initiatives address the cross curriculum perspectives and how SWD are provided with opportunity given seemingly mainstream benchmarks and expectations. • Elaborations for educators on how SWD can achieve the essentialknowledge, understandings and skills of cross curriculum priorities…..given these are deemed ‘essential’ for all students. • To apply a capabilities focus on people, giving them opportunities to achieve various lifestyles and live a good life and less on goals and accumulation of resources (Anand, Hunter & Smith, 2005).

16. References • Anand, P., Hunter, G., & Smith, R. (2005). Capabilities and Wellbeing, Social Indicators Research, 74(1), 9-55. • Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011, Australian Curriculum, Assessment and Reporting Authority, viewed April 4 2013, < http://www.acara.edu.au/home_page.html>. • Australian Curriculum, Assessment and Reporting Authority (ACARA) 2012, ‘Draft Australian Curriculum materials for students with disability’, Australian Curriculum Assessment and Reporting Authority, NSW. • Lieber, J., Horn,E., Palmer, S. & Fleming,K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children’s school success. Exceptionality, 16, 18-32. • Muskovitis, J. (2010). ‘False Start?’, Teacher, 214, 50-53. • Nussbaum, M. C. (2003). Capabilities as fundamental entitlements. SEN and social justice. Feminist Economics, 9(2-3), 22-59. • Nussbaum, M.C. (2006a). Creating Capabilities: the Human Developmental Approach. Chptr 2 The Central Capabilities, Cambridge