Voices of Inclusion: Perspectives from Maltese Education Stakeholders

Resumo

This research reviews the effectiveness of inclusivity of educational services for students with diverse learning needs (DLN) in Malta's educational system from the perspective of inclusive education stakeholders. A mixed-method research design was used to collect the data. One hundred and two educational stakeholders directly involved in inclusion, including school leaders, inclusion specialists, and Learning Support Educators (LSEs), participated in the study. The study aimed to identify systemic obstacles hindering the quality of services received by students with DLN. The investigation focussed on both the initial phases and ongoing support services. A thematic analysis, integrated with descriptive and inferential statistics, was used to analyse the responses. The results highlighted the pivotal role of inclusive education in providing fair opportunities for all learners. Challenges identified involved bureaucratic complexities, lengthy assessment waiting periods, and insufficient physical and human resources. Participants also highlighted the lack of ongoing professional development for educators as a significant barrier to effective inclusive education. Furthermore, the competitive academic atmosphere in Maltese schools was recognised as a difficulty in fostering inclusivity. The study's recommendations advocate for policy adjustments to streamline bureaucratic procedures and reduce assessment delays, ensuring prompt identification and assistance for students with DLN.

Tipo

Artigo

Área

Educação

Ano

2024

Idioma

Inglês

Licença

CC BY

DOI

10.7146/ejie.v3i1.146644

Como citar (ABNT)

MUSCAT, Loredana. Voices of Inclusion: Perspectives from Maltese Education Stakeholders. European Journal of Inclusive Education, v. 3, n. 1, p. 101-118, 2024. DOI: 10.7146/ejie.v3i1.146644.