Exploring the application of a 'Capabilities Approach' in educational psychology practice to promote inclusion in education

Equality is a central value underpinning educational psychology. Promoting equality in and through education is encapsulated in the concept of inclusion. The field of inclusive education is beset by tensions and dilemmas, many of which relate to conflicting conceptualisations of disability. The Capabilities Approach is thought to offer the conceptual means for overcoming these issues. The Capabilities Approach is a framework for making sense of and evaluating human wellbeing and quality of life as a matter of social justice that has diversity at its heart. Acknowledging the power relations inherent in professional practice necessitates a consideration of social justice and anti-oppressive practice. These issues can also be addressed by the Capabilities Approach. This thesis explored the application of the Capabilities Approach in the context of educational psychology practice. Specifically, it presents the development of two frameworks for consultation based on theoretical ideas from the Capabilities Approach and the perspectives of children and young people on their valued capabilities. The use of these frameworks was explored in the context of a pragmatic, reflective practitioner study, employing a design informed by multiple case study approaches and action research. Qualitative data collection strategies were used to consider the possible contributions to inclusive practice made by the capabilities-informed approach to consultation developed in this study. Findings suggested that this consultation approach offered a framework for collaborative problem-solving that attended to educational disadvantage arising from personal, social and environmental factors, and a method for incorporating potentially marginalised voices of children into a consultation approach, helping teachers to develop a clearer understanding of the whole child. Results of the analysis tentatively suggest that a capabilities-informed approach to consultation can support Educational Psychologists in managing opposing views on the nature of inclusion and disability, and guide and inform priorities for intervention and support, generating jointly formulated action plans for schools.