Liliana Marić

Inclusion Within Further And Higher Education:

The Experience Of Young People

With Physical And Sensorial Disabilities

Thesis submitted in fulfilment of the requirements for the

Degree of Doctor of Philosophy (PhD) in Education

Faculty of Education

University of Malta

June 2018

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Declaration I hereby certify that the material that is submitted in this thesis towards the

award of the Degree of Philosophy (PhD) in Education is entirely my own work

and has not been submitted for any academic assessment other than fulfilment

of the award named above.

_____________________

Liliana Marić

June 2018

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Abstract This research examined the experience of inclusive education of young

persons with physical and sensorial disability at further and higher education in

Malta. Environmental, social and educational enabling/disabling factors of

inclusive education were explored. Pragmatism was utilised as the underlying

paradigm while critical realism, poststructuralism and critical disability theory

were used as the interpretive frameworks of this epistemology. The social

model of disability was applied to frame a position supporting disabled

persons1. Stemming from Dewey’s theory of experience (Dewey, 1938), an

ontology of inclusive education as experienced by different stakeholders was

studied. A mixed-methods research design was employed to understand the

experience of inclusive education at secondary level in preparation for the

transition to further education and during further/higher education. The

feedback of fourteen secondary school disabled students was obtained through

a questionnaire. Participatory observation and documentary analysis were

carried out involving eight further education institutions and the University of

Malta. Narratives were developed with four adolescents while following a

course at further/higher education. Semi-structured interviews were conducted

with twelve disabled adults, eleven academics at the University of Malta, nine

administrators and eight representatives of entities related to inclusive

education and disability. Eleven further education lecturers participated in four

focus groups. The study presents an innovative data analysis and a pro-

inclusion model. There is a disparity in the provision of inclusive education at

policy and implementation levels. Inclusive education is a socially constructed

phenomenon and its quality is affected by the extent a rights-based approach

is enforced across the nested nuclei within society. Activism by disabled people

creates an impetus for society to value diversity, democracy and social justice.

Keywords: inclusive education, further education, higher education, physical

disability, sensorial disability

1 The term ‘disabled people’ indicates a social model approach whereas ‘people with

disabilities’ indicates a mainstream approach. Shakespeare, T. (2013). The social model of disability. In L. J. Davis (Ed.), The disability studies reader (4th ed.) (pp. 214-221). Oxon, UK: Routledge.

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Acknowledgements The process of conducting this research was challenging. I would like to

acknowledge the support and guidance of various individuals. First and

foremost, my sincerest thanks go to my supervisors, Prof Andrew Azzopardi

from the University of Malta and Prof Rebecca Lawthom from Manchester

Metropolitan University in England who have always believed in me and in this

study. They also provided me with their expertise so that I would complete this

research successfully.

I would like to show my gratitude to all the participants who have

collaborated with me fully. Each experience made me reflect on matters that I

was unaware of or I used to take for granted. No book has ever given me such

a rich source of knowledge. I thank the members of Breaking Limits, a local

non-governmental organisation. Their ongoing advocacy helped me to extend

my knowledge on disability discourse at grassroots level.

My appreciation is also directed to the staff at the Faculty of Education

and Faculty for Social Wellbeing as well as state, church and independent

entities who supported my doctoral research.

Finally, I would like to thank my husband Rajko, my daughter Martina,

family, colleagues and friends. I am indebted to their patience, their words of

encouragement and the way they made their daily schedule flexible enough to

support me in this endeavour.

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Table of Contents Declaration i Abstract ii Acknowledgements iii Table of Contents iv List of Acronyms vii List of Tables viii List of Figures ix Terminology Index x Chapter 1 Introduction 1 1.1 The purpose of the study 3 1.2 Research questions 5 1.3 The conceptual framework 6 1.4 Problematising inclusion 11 1.5 Conclusion 14 Chapter 2 Literature Review: 15 Inclusive education at further and higher education 2.1 Introduction 15 2.2 Understanding inclusive education 15 2.3 A critique of the social model of disability 22 2.4 The rationale of Universal Design for Learning 24 2.5 Inclusive education in Malta 29 2.6 Understanding the cultural milieu about disability and inclusive education in Malta 38 2.7 Conclusion 44 Chapter 3 Methodology: The epistemological framework 45 3.1 Introduction 45 3.2 The transdisciplinary approach 46 3.3 The philosophical scaffolds that position this research 48 3.4 Pragmatism: A theoretical platform for researching experience 49 3.5 Research design: Mixed methods research 51 3.6 The interpretive frameworks 54 3.6.1 Using critical disability theory to investigate the experiences of dis/ablement of young persons 55 3.6.2 Using critical realism to examine physical and social reality 58

3.6.3 Using poststructuralism to analyse discourse on the ‘other’ and identity 59

3.7 The research approach to inquiry 60 3.7.1 Employing quantitative research to detect patterns of in/exclusion 61 3.7.2 Utilising phenomenology to understand meanings of in/exclusion 63 3.7.3 Employing narratology to interpret lived stories of in/exclusion 64 3.8 Conclusion 65

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Chapter 4 Methodology: Designing the roadmap 66 4.1 Introduction 66 4.2 My approach towards this research 67 4.3 Designing the mixed methods research 68 4.4 Reflecting on ethical matters 72 4.5 Gaining and maintaining access with participants 77 4.6 The sample of participants 77 4.7 Conducting the pilot studies 80 4.7.1 Piloting the questionnaire 81 4.7.2 Piloting the interviews and focus groups 81 4.8 Planning and executing the research tools 82 4.8.1 Distributing a questionnaire to survey the experiences of inclusive education at secondary school level 82 4.8.2 Carrying out participatory observation and documentary analysis to explore in/exclusive practices 84 4.8.3 Conducting interviews to investigate lived stories of in/exclusion 86 4.8.4 Inquiring the educators’ lived experience of inclusive education through focus groups 87 4.8.5 Developing narratives to research stories of in/exclusion 88 4.9 Data analysis 89 4.10 Data analysis of the quantitative strand utilising frequency analysis 93 4.11 Data analysis of the qualitative strand by utilising thematic analysis 93 4.11.1 Analysing participatory observation and documents of further and higher education institutions 94 4.11.2 Analysing interviews 95 4.11.3 Analysing focus groups 96 4.11.4 Narrative analysis 97 4.12 Conclusion 97 Chapter 5 Findings – Documentary analysis and Participatory 98 observation 5.1 Introduction 98 5.2 Documentary analysis and Participatory observation 99 5.2.1 Documentary analysis: Implementation of inclusive practices through written material 100 5.2.2 Participatory observation: Transparency in the provision of student-centred learning 102 5.3 Conclusion 106 Chapter 6 Findings – The students’ experience 108 6.1 Introduction 108 6.2 The quantitative strand – The questionnaire 121 6.2.1 Environmental aspects that foster inclusive education 122 6.2.2 Social aspects that foster inclusive education 124 6.2.3 Educational aspects that foster inclusive education 126 6.2.4 Further and higher education 128 6.2.5 Conclusion 130 6.3 Findings of student interviews and narratives 132

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6.3.1 The politics between the self and one’s identity 133 6.3.2 The politics between the self and others in experiencing inclusive education 142 6.3.3 The politics between the self and entities of education, assessment and employment 152 6.4 Conclusion 161 Chapter 7 Findings – The contribution of educators and inclusive education supporters 163 7.1 Introduction 163 7.2 The politics in the provision of quality inclusive education 164 7.3 The politics in implementing inclusive practices 178 7.4 The politics in creating synergy within and across different 194 sectors 7.5 Conclusion 198 Chapter 8 Discussion 200 8.1 Introduction 200 8.2 The social model of disability in adopting an inclusive rights-based culture in education 201 8.3 The experiences of inclusive education and the political tensions within 208 8.4 Transforming reflections and experiences about inclusive education into opportunities for growth 222 8.5 Overarching themes across this inquiry 229 8.6 Reflections on the limitations of this inquiry 234 8.7 The epistemological contribution of this study 235 8.8 Conclusion 246 Chapter 9 Conclusions and Recommendations 247 9.1 Introduction 247 9.2 Challenges in implementing inclusive education 248 9.3 Recommendations 260 9.4 Further research 280 9.5 General conclusion 281 References 283 Appendix 1 Questionnaire to secondary school disabled students 333 Appendix 2 Participatory observation visit schedule and list of sources used for the documentary analysis 351 Appendix 3 Interview schedule for disabled young people 354 Appendix 4 Interview schedule for academics and representatives in the disability and education sectors 361 Appendix 5 Interview schedule for administrators 368 Appendix 6 Focus groups schedule 375 Appendix 7 Narrative inquiry schedule 389 Appendix 8 Raw data from questionnaire 416 Appendix 9 Original texts of students’ interviews 421 Appendix 10 Original texts of the narrative stories 426 Appendix 11 Original texts of inclusive education supporters 440

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List of Acronyms CRPD Commission for the Rights of Persons with Disability ITS Institute of Tourism Studies KNPD Kummissjoni Nazzjonali Persuni b’Diżabilità/National

Commission for Persons with Disability MATSEC Matriculation and Secondary Education Certificate MCAST Malta College of Arts, Science and Technology NCFHE National Commission for Further and Higher Education NCHE National Commission for Higher Education UNESCO United Nations Educational, Scientific and Cultural Organisation UPIAS Union of the Physically Impaired Against Segregation WHO World Health Organisation

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List of Tables Table 1: Developments in inclusive education in Malta since the

year 2000. 34 Table 2: Linguistic shifts over the decades in Malta. 40 Table 3: The student interviewees and participants of the narratives. 79 Table 4: Response rate of questionnaire. 83 Table 5: Environmental aspects that foster inclusive education. 417 Table 6: Social aspects that foster inclusive education. 418 Table 7: Educational aspects that foster inclusive education. 419

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List of Figures

Figure 1: Bronfenbrenner’s Bio-Ecological Systems Model. 47

Figure 2: Research design. 61

Figure 3: Schemata of the mixed methods research. 70

Figure 4: The convergent parallel design. 71

Figure 5: Implementation of the research procedures. 72

Figure 6: Schemata of data analysis. 90 Figure 7: Schemata of research procedures corresponding to the

research questions and method of data analysis. 91 Figure 8: Conceptual framework of data analysis. 92 Figure 9: Alessia’s story. 109 Figure 10: Elena’s story. 112 Figure 11: Marie’s story. 115 Figure 12: Melanie’s story. 118 Figure 13: Environmental access in secondary schools. 123 Figure 14: Social inclusion in secondary schools. 125 Figure 15: Educational access in secondary schools. 127

Figure 16: Factors that affect the experience of inclusive education

from the perspective of the student interviewees and

narratives. 133

Figure 17: Factors that affect the experience of inclusive education

from the perspective of the academics, administrators,

representatives of disability and inclusive education and

lecturers teaching at further education level. 164

Figure 18: Pro-inclusion model of inclusive education consisting of a

nested system of intersecting relationships. 245

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Terminology Index Disabled people: In line with the social model of disability, in this study,

this term refers to people who are disabled by society (Shakespeare, 2013).

Disabled young persons: This term refers to adolescents and young

adults up to their thirties with physical (activity limitations) and/or sensory

(visual, hearing, tactile, and speech) impairments, but without intellectual

disability.

Further education: "Further education means all non-compulsory formal,

non-formal and informal learning which serves to obtain a national qualification

classified up to and including level 4 of the Malta Qualifications Framework, or

a foreign qualification at a comparable level" (Laws of Malta, Education Act,

1988, Chapter 327 Part VI, Further and Higher Education, Article 63).

Higher education: "Higher education means all non-compulsory formal,

non-formal and informal learning or research which serves to obtain a national

qualification classified at level 5 of the Malta Qualifications Framework or

higher, or a foreign qualification at a comparable level" (Laws of Malta,

Education Act, 1988, Chapter 327 Part VI, Further and Higher Education,

Article 63).

Impairment: The term refers to “any loss or abnormality of

psychological, physiological or anatomical structure or function” (World

Health Organisation, 1980).

Inclusive education: This refers to the inclusion of young disabled persons

with physical and sensorial disabilities who are part of one of the minority

groups that are “traditionally excluded or marginalised groups” (The United

Nations Educational, Scientific and Cultural Organisation [UNESCO], 1994, p.

6).

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Chapter 1 Introduction This multi-dimensional study was set to examine and understand the

phenomenon of inclusive education as experienced by disabled young people

with physical and sensorial disabilities at further and higher education in Malta.

Since Malta consists of an archipelago of islands at the centre of the

Mediterranean Sea, in this study, Malta refers to the islands of Malta and Gozo.

For the purposes of this study, the term ‘inclusive education’ refers to the

inclusion of young disabled persons with physical and sensorial disabilities who

pertain to one of the minority groups that are “traditionally excluded or

marginalised groups” (The United Nations Educational, Scientific and Cultural

Organisation [UNESCO], 1994, p. 6). In coherence to the United Nations

Convention on the Rights of Persons with Disabilities (CRPD), inclusive

education also signifies the involvement of disabled persons in mainstream

schools at all levels and lifelong education (United Nations, 2006, point 71,

Article 74). Moreover, inclusive education encapsulates the “designing and

implementing transformative public policies to respond to learners’ diversity

and needs, and to address the multiple forms of discrimination and of

situations, including emergencies, which impede the fulfilment of the right to

education” (UNESCO, 2016, p. 8).

As I sought collaboration with different stakeholders and I am a non-

disabled person, my position in this research on inclusion supported disabled

persons. Following Bishop’s (2002) suggestion, I pursued to become an ally to

disabled people by adopting the role of a listener to understand their reality and

create a context of empowerment so that their oppression is voiced and their

suggestions of how our local situation could be ameliorated would be heard.

However, I do recognise that there is a limit on the extent of me being an ally.

Chapter 1

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I am a non-disabled person. Thus, I cannot fully understand the disabled

persons’ situation from experience. I am in the process of becoming an ally

which entails activism with disabled persons. Due to this standpoint, the social

model of disability was utilised to build disability discourse that highlights the

environmental, social and educational enabling/disabling factors at further and

higher education that are social by nature (Union of the Physically Impaired

Against Segregation [UPIAS], 1976; Fernie & Henning, 2006; Seale, 2006).

Shakespeare (2006-a) explains that, “the social model mandates the term

‘disabled people’, because people with impairment are disabled by society, not

by their bodies” (p. 32). Thus, in this study, the term ‘disabled people’ means

people who are disabled by society (Shakespeare, 2013).

Dewey (1930) explains that, “openness of mind means accessibility of

mind to any and every consideration that will throw light upon the situation that

needs to be cleared up, and that will help determine the consequences of acting

this way or that” (p. 206). Inspired by this reflection, I argue that the concept of

inclusion is broad and contentious as ‘inclusion’, implies exclusion. Otherwise,

what is the rationale on coining ‘inclusion’. In considering the exclusion/

inclusion factors in this study, the term ‘disabled young persons’ refers to

adolescents and young adults up to their thirties with physical (activity

limitations) and/or sensory (visual, hearing, tactile, and speech) impairments.

Due to the selective academic entry criteria of local further and higher

education institutions, to realise this research project, young persons with

intellectual disability were excluded. I focused on persons with physical and

sensorial disabilities who have a higher chance of obtaining the number of

academic qualifications asked by the respective educational institutions.

Moreover, the term ‘activity limitations’ refers to “difficulties in executing

activities, for example, walking or eating” (World Health Organisation [WHO],

2011, p. 5). The term ‘impairment’ means “any loss or abnormality of

psychological, physiological or anatomical structure or function” (WHO,1980).

For the terms ‘further education’ and ‘higher education’, I adopted the

definitions as stated in the procedural aspects dealt with in the Education Act

(Laws of Malta, 1988, Chapter 327) Part VI, Further and Higher Education,

Article 63, where:

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"Further education" means all non-compulsory formal, non-formal and

informal learning which serves to obtain a national qualification classified

up to and including level 4 of the Malta Qualifications Framework, or a

foreign qualification at a comparable level;

"Higher education" means all non-compulsory formal, non-formal and

informal learning or research which serves to obtain a national

qualification classified at level 5 of the Malta Qualifications Framework or

higher, or a foreign qualification at a comparable level.

This chapter presents the purpose of the study, the research questions,

the conceptual framework and problematises the phenomenon of inclusive

education.

1.1 The purpose of the study

The rationale for conducting this inquiry emerged from my interest and

experience in implementing the principles of inclusive education. For twelve

years, I taught at a co-educational, mixed ability secondary school. Students’

diverse abilities and limitations prompted me to seek pragmatic pedagogies

that respected students’ right to education. When I started teaching at further

and higher education, I faced a seemingly homogeneous group of students.

The change in the students’ cohort instilled in me a process of “abduction”

where “What if?” questions motivated me to embark on an inquiry (Morgan,

2014, p. 29). My research background in the field of social sciences and in

using mixed methods methodology stimulated me to take up this study.

Disability legislation and widening participation agendas led to the fruition

of an increased international interest in supporting the learning of non-

traditional disabled students in higher education (Riddell, Tinklin & Wilson,

2005; Healey, Bradley, Fuller & Hall, 2006). However, as Healey et al. (2006)

argues, “what the students themselves have to say about their experiences has

not been sought in any systematic way” (p. 33). This inquiry addressed the

lacuna in understanding the experience of inclusive education of disabled

students as non-traditional students at further and higher education levels in

Malta. By disseminating the findings in academic journals, conferences,

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governmental and non-governmental organisations, epistemologically I could

contribute to knowledge on a wider scale. The primary aim of this inquiry was

to understand and reflect upon the complex phenomena that result in a low

number of Maltese disabled students at further and higher education, as

reported in 2010 by the National Commission for Persons with Disability

(Kummissjoni Nazzjonali Persuni b’Diżabilità [KNPD]). At that time, the

population of disabled young people against the percentage of the general

population attending further and higher education was 0.9% (p. 18). I explored

the experiences of disabled students who managed to pass the competitive

examination-based system to enter local further/higher education institutions.

Personally, through thoughtfulness and reflexivity, I aimed to improve

upon the quality of my inclusive pedagogies (Van Manen, 1990) by elucidating

on lived experiences, as an individual’s experience is a possible human

experience of others (Van Manen, 1990; Jeong-Hee, 2016). This epistemology

is transdisciplinary because it is related to different academic fields and

participants had different roles in society. From this comprehensive research,

my goal was to contribute to the discourse related to social sciences, disability

and inclusive education in further and higher education by sharing the social

knowledge which was generated from socially shared experiences with local

and international readers (Morgan, 2014). The purpose of this study was also

to explore and understand the quality of inclusive education at further and

higher education levels by analysing the environmental, educational and social

disabling barriers/enabling factors. In this inquiry I tried to blend the views of

different stakeholders. This approach demonstrated a distributed methodology

whereby I put effort to voice the perspectives of young disabled people with

those of other significant stakeholders in an ethical, sensitive and careful way

(Curran & Runswick-Cole, 2014). The voices of disabled young persons with

physical and sensorial disabilities who were willing to pursue further education

and who were attending or have followed a course at further and higher

education levels were an integral part of this inquiry. However, to get the full

picture, the study included the voices of other stakeholders namely academics

at the University of Malta, further and higher education administrators, further

education lecturers and representatives of entities related to inclusive

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education and disability. It was envisaged that this inquiry would create

consciousness among educators, administrators and policy-makers of the

disabling/enabling factors at further and higher education and eventually would

consider the recommendations put forward to improve the educational system.

1.2 Research questions

Plowright (2011) sustains that a pragmatic methodology invites

researchers “to carry out research that has a purpose, that is aimed at informing

decisions and activities that impact on the world or that solve problems” and

enables researchers to “get things done” (p. 185). Research questions drive

the research and determine the approach taken (ibid.). The first research

question was the main one in which the experience of disabled persons was

positioned within a framework where society has an impact on how disabled

persons experience inclusive education. The second was extracted from the

first and questioned the experience of inclusive education of disabled persons

with physical and sensory impairments. The third was built upon the first and

second research questions and set the inquiry as stemming from a pragmatic

philosophical standpoint. It queried what knowledge could be contributed by

collecting data at grassroots level. The research questions of this inquiry were:

• How can the social model of disability be drawn upon to eradicate the

environmental, social and educational barriers and enable inclusive

education at secondary, further and higher educational institutions in

Malta?

• What are the experiences of inclusion of Maltese young persons with

physical and sensorial disabilities while attending courses in further and

higher educational institutions and during the transition period between

further and higher educational levels?

• From the paradigm of pragmatism, what can we learn about the quality of

inclusive education at further and higher educational levels from the

analysis of accounts of disabled young persons, academics,

administrators, educators, and representatives of entities in the disability

and education sectors?

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1.3 The conceptual framework

Lovat (2013) elucidates that “the end of critical, self-reflective knowing is

praxis, practical action for change” (p. 72). Critical reflection on authentic

knowledge aimed at creating a degree of transformation within me, amongst

the participants and readers of this thesis by becoming aware of the

environmental, educational and social disabling/enabling factors of inclusive

education at further and higher education. I also reflected upon my positionality

within the research field to understand the political and spatial location in the

research process that shaped the “habitus” (Bourdieu, 1992, p. 9) or

“disposition” that I upheld (Rawolle & Lingard, 2013, p. 129).

The conceptual framework of this epistemology was based on a

pragmatic ontology deriving from Dewey’s theory of experience, where, the

work of philosophy is confined to and based on actual experience (Dewey,

1938). Pragmatism was the chosen underlying paradigm of this study since

lived experiences were considered a “dynamic reservoir” for critical reflection

and reliable vehicles by which social intelligence is developed and meaningful

democracy is put into practice (Kadlec, 2007, p. 118). Pragmatism also

supports the notion of “what works” best to address the research questions

(Creswell & Plano Clark, 2011, p. 60). Murphy (2013) argues that since

educational theory derives from a range of disciplines, researchers should be

able to apply multiple sets of ideas. In this study, the use of different paradigms

to “understand from within” (Grenfell, James, Hodkinson, Reay & Robbins,

2004, p. 9) and to “interpret and communicate” (ibid., p. 8) ideas was essential.

Thus, to understand the complex milieu of inclusive education from different

facets as experienced by social agents, the interpretive frameworks of

poststructuralism, critical realism and critical disability theory were adopted

(Creswell, 2007). Although each interpretive framework is a broad worldview,

in this study, the theoretical framework of poststructuralism was utilised to

conceptualise hidden meanings within the text on the notions of ‘other’ and

identity. Corker (2005) sustains that poststructuralism “deals specifically with

language and discourse and, as such, is bound up with issues of meaning,

representation and identity” (p. 224). Critical realism was used to examine the

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physical and social reality of inclusive education of young disabled persons.

Archer (2007) corroborates that, “critical realism accepts the challenge of the

ontological difference between physical and social reality” (p. 190). Bhaskar

(2007-a) describes the physical aspect as the “intransitive” of reality as it is

caused by nature while evidence produced by social interaction is the

“transitive” of reality (p. 19). Critical disability theory was used to examine the

experiences of dis/ablement of inclusive education. Goodley (2011) clarifies

that critical disability studies focus on the “relational components of dis/ablism”

and “open up spaces for rethinking self and other” (p. 160). Devlin and Pothier

(2006) elucidate that “a primary concern of critical disability theory is an

interrogation of the language used in the context of disability” (p. 3) and that

disability “is not fundamentally a question of medicine or health, nor is it just an

issue of sensitivity and compassion; rather, it is a question of politics and

power(lessness), power over, and power to” (p. 2).

Shildrick (2014) explains that critical disability studies have “added a new

force to the theoretical impetus already at the heart of the social model”, and

challenge how individuals are affected by the nature of disability, embodiment,

identity and agency (p. 30). This statement uncovers two debates. It can be

argued that critical disability studies can be utilised in conceptualising the

theoretical understanding of social disabling barriers while the social model of

disability helps in getting an insight from different viewpoints about disability as

a form of oppression and a political identity. In discussing the tensions between

a model and a theory, Finkelstein (2004, p. 16) clarifies that models “are

constructed so that an object can be looked at in different ways and under

different conditions.” He argues that the social model of disability is a tool of

activism that provides an insight into the struggle of disabled persons towards

emancipation. On the other hand, a theory that is built on a clear hypothesis

explains “the social laws that make or transform, people with impairments into

disabled people” (ibid. p. 16). From a different perspective, Reaume (2014, p.

1248) points out another debate where it is claimed that the social model of

disability, “interprets disability as a construct imposed by external powers (e.g.,

medical, legal and governmental systems).” Conversely, critical disability

studies “aim to reinterpret what it means to be considered disabled, bringing

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people who live this experience to the process as the primary agents of change

in word and deed” (ibid. p. 1249). This interpretation indicates that the social

model of disability targets the oppression created by the socially constructed

disabling barriers while critical disability studies include the social relational

aspects that emerge from the lived experience of individuals.

While focusing on the environmental, social and educational enabling and

disabling factors as identified in the research questions, during data collection,

in using the social model of disability, another contested debate emerged. The

participants gave weight to the social and individual relational aspect of being

disabled without embracing an approach that adheres to the medical model of

disability. Their approach represented that of the affirmative model of disability.

Swain and French (2000) proposed an affirmative model of disability that stems

from a disability culture that does not deny ownership of an impairment by the

body and its effects, has disabled people recognising their right to control what

interventions are done on their body, has disabled people enjoying life, and

acknowledges that disabled person consider their disability is an integral part

of their identity. The affirmative model of disability opposes a personal tragedy

approach of disability and impairment and having a disability is beneficial in

developing emotional and social intelligence. The affirmative model of disability

celebrates the positive experiences and identity that disabled persons can have

from being impaired and disabled. Thus, the affirmative model recognises that

society creates disabling barriers, but it also celebrates diversity. Swain and

French (2000) also argue that disabled people are developing an affirmation

model of disability by rejecting the tragedy model “within which their

experiences are denied, distorted or re-interpreted” (p. 578). Moreover, the

affirmative model “is borne of disabled people’s experiences as valid individual,

as determining their own lifestyles, culture and identity” (ibid., p. 578). Thus,

the affirmative model envisages disabled people to participate fully in society

as active citizens with equal rights. The participants’ validation of their

impairment as part of their identity and reality, enabled me to problematise the

issue of embodiment. Siebers (2013) recommends researchers to move away

from the disparity between the medical and the social models of disability by

referring to the theory of complex embodiment as it “values disability as a form

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of human variation” and recognises the effects of disabling environments on

the body through lived experiences, but it also stresses that body ailments and

impairments affect disability as well (ibid., p. 284).

While considering the complexity of the phenomenon, but at the same

time keeping focused on the research questions, in this inquiry, adherence to

the social model of disability enabled me to identify the enabling and disabling

barriers of inclusive education. The interpretive framework of critical disability

theory helped me to explore and undestand the lived reality of disabled young

people. Critical disability study fused to poststructuralism and critical realism,

enabled me to reveal the political tensions between the personal and public of

dis/ablement of inclusive education at further and higher education.

The conceptual framework helped to create a methodology that organised

the study. Based on the research questions, I needed a methodology that

threaded a pragmatic worldview that focuses on the “consequences of actions”,

is “problem centred”, “pluralistic and “real-world practice oriented” (Creswell &

Plano Clark, 2011, p. 41). A mixed method research was chosen since

“pragmatism, is typically associated with mixed methods research” (ibid., p. 41).

The mixed methods research combined deductive and inductive research

approaches by using quantitative and qualitative research procedures

(Creswell & Plano Clark, 2011). The consequences of actions and social

relationships between multi-level nested systems as indicated in

Bronfenbrenner’s Ecological Systems Theory (Bronfenbrenner, 1994) that

affect the reality of everyday living of disabled young people at educational

institutions were analysed. Collecting stories of personal experiences was

crucial to encapsulate disability as a social matter and not just an individual one

as they shape perception and interpretation of disability (Bronfenbrenner,

2005). By analysing the nature of reality as experienced by disabled young

people, I assumed that some “authentic reality exists to produce knowledge

that might make a difference” (Braun & Clarke, 2013, p. 27). Giving attention to

the disabling/enabling factors within educational institutions by gathering

evidence at grassroots level and analysing how disabled people perceive and

respond to their disability brought “invisible” things into “view” (Michalko, 2002,

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p. 67). The collection of experiences served to understand the extent inclusive

education is socially just, democratic and safeguards human rights.

To respond to the research questions, different research approaches

were applied in developing the quantitative and qualitative components of this

inquiry. The quantitative strand was developed from a positivist stance to

understand the patterns of enabling and disabling factors as experienced by

disabled students who were at the end of their secondary school. The

qualitative strand had an anti-positivist approach. Phenomenology was

employed to understand the essence of lived experiences of inclusive

education at further/higher education as expressed during a one-time interview

with participants. Narratology was utilised to make sense of selected stories of

noteworthy episodes of participants while attending further/higher education.

In collecting and interpreting the deductive and inductive findings, a

convergent parallel design was utilised. Qualitative and quantitative data were

collected in a parallel fashion. Findings were analysed separately, and they

were synthesised during interpretation. The convergence of both quantitative

and qualitative data enriched the analysis of this research by providing

triangulation of evidence and helping me to develop a greater insight into the

problem. To manage the complexity of data, the number of participants

representing different stakeholders was kept small, but enough to obtain

saturation of themes (Creswell, 2007). Saturation was ascertained by analysing

the data immediately after being collected. This strategy was used to create

boundary parameters in the study to manage the data effectively. Due to the

participation of different stakeholders representing learners, educators and

inclusive education supporters and by using mixed methodology to triangulate

data, the research was high in validity. Owing to the small sample of each group

of participants, generalisations could not be formulated. From a critical realist

perspective, I recognise the fallibility of the research project whereby the reality

of the phenomenon under study is partly understood. As argued by Scott

(2010), fallibility does not mean that there is an error, but it implies that

participants are positioned in a specific quadrangle which in this inquiry it was

the interview setting. This limited my access to complete knowledge. By

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acknowledging the fallibility of the knowledge produced, I am being realistic

about the phenomenon of inclusive education (Bhaskar, 2007-a).

1.4 Problematising inclusion

Rorty (1997) sustains that Deweyans think that researchers should only

question when they are in a “problematic situation” where they are no longer

sure of what they are doing (p. 44). I question whether in Malta we know how

disabled students with physical and sensorial disabilities and other related

stakeholders are experiencing inclusive education at further and higher

education. I also query whether the Maltese and the United Nations CRPD anti-

discrimination legal instruments are reflected in the lived experience of

participants. So far, the procedural aspects, dealt with in the Equal

Opportunities (Persons with Disability) Act (Laws of Malta, 2000, Chapter 413)

Part III Prohibition of Disability Discrimination, Title 2 - Education (11) (p. 7),

declare that it shall be unlawful for an educational authority or institution to

discriminate against a person applying to be admitted as a student, on the

grounds of one’s disability or that of a family member, to deny access, or to

limit access within the institution. Moreover, as stipulated by CRPD, state

parties should create the measures to ensure that persons with disabilities are

mobile and independent and that they experience non-discrimination and equal

opportunities in education at all levels (United Nations, 2006, Articles 20, 24;

Schmitt & Priestley, 2011). This reflects that the principles of the social model

of disability are considered. However, in Malta, it seems that political, social

and cultural disabling barriers are affecting the participation of disabled

persons. Otherwise, more disabled students would be attending further and

higher education as opposed to the low turnout of 0.9% of the general

population attending further and higher education institutions as discussed in

section 1.1 (CRPD, 2010, p. 18). Possible political assumptions about inclusive

education include the ethos of each further and higher education institution and

the vision of feeding the sectors of employment and lifelong education with

young disabled persons who have the expected standards, skills and

knowledge. Influential cultural assumptions are the historical shifts in adopting

the medical to the social model of disability in terms of who are the disabled

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and what is their role in society. Plausible social assumptions include the

charity or rights-based approaches that are adopted within further and higher

education institutions and the extent disabled people are consulted while

developing structures and systems.

In line with this inquiry in investigating the experiences of enabling and

disabling factors in inclusive education, the document European Disability

Strategy 2010-2020 (European Commission, 2010) identifies eight main areas

of action for barriers to be eliminated, namely, “Accessibility, Participation,

Equality, Employment, Education and training, Social protection, Health, and

External Action” (ibid., p. 4). With regard to education, the goal is to “promote

inclusive education and lifelong learning for pupils and students with

disabilities” (ibid., p. 8). Inclusive education is not static, but a concept that

espouses the social life of a community. Bhaskar (2007-b) argues that the

movement of scientific theory consists in conceptualising social life in the

experience of social agents, in relations which they might not be aware of, and

the explanatory power of such illumination may come to be “emancipatory” (p.

207). The social model positions society in a stance where it can reinvigorate

itself for the inclusion and common good of its community members. Michalko

(2002) explains that the emancipatory feature of the social model of disability

“is rooted in the understanding that, like any other social creation, oppressive

social conditions too can be recreated and thus changed” (p. 54).

In the social model of disability, impairment is considered as an individual

limitation, while disability is a socially imposed restriction. So, impairment is an

attribute of the individual body or mind, and disability is a relationship between

a person, an impairment and society (Oliver, 1990; Shakespeare, 2006-a;

Barnes & Mercer, 2011). Barton (2003) claims that the social model approach

does not view disability as a tragedy, a punishment, or the result of some sin(s)

of the parent(s). It is not a sickness in need of a cure and it does not call for

charity and patronising attitudes. These characteristics belong to the medical

model of disability. Moreover, the medical model of disability considers that the

disabled person has a biological deviation from the “normal body” and the

disabled person should recognise and ‘accept’ the unnatural weakness of their

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bodies and adapt to a given situation (Michalko, 2002, p. 30). Thus, in the social

model of disability, the ability “absence” (or constraints) is diverted from the

person to society (Bhaskar & Norrie, 2007, p. 562). Moreover, Barnes and

Sheldon (2007) attest that for researchers working within a social model of

disability, the “emancipatory” paradigm aims “to make disability research part

of the solution not part of the problem” (p. 4). On a micro level, this study was

emancipatory in voicing the participants’ experience who hoped for the local

situation to be improved. It was also emancipatory whereby in educational

institutions while working with colleagues, through dialogue and collaboration

certain disabling barriers were removed and enabling factors reinforced.

The way inclusion is implemented has an impact on the ideology of

inclusive education that is developed over time. History informs us that in Malta

since the 1990s, with the support of the state, parent activists and academics,

inclusive education was intended to end discriminatory attitudes in local

schools (Spiteri, 1993, p. 13; Tanti Burlò, 1994, p. 42; Ministry of Education,

1999; Giordmaina, 2000; Bartolo, 2001, p. 230; Bezzina, 2009, p. 72; Ministry

of Education, Culture Youth and Sport, 2009; Tanti Burlò, 2010-a, p. 209).

Political shifts over the years reflect that schools moved from a process of

segregation to integration to inclusion. However, as Slee (1993, p. 3) argues:

The pursuit of equity in school requires a multi-levelled approach which confronts questions of organisation, governance and administration, curriculum and the construction of worthwhile knowledge, and pedagogy.

To adopt a multi-level approach in this study, the interpretive frameworks

of poststructuralism, critical realism and critical disability theory were utilised to

reveal the private and public political debates as discourse stated on a personal

and policy level affects the experience of inclusive education of young disabled

people. In this study, the oppression of the disabled person was considered as

a private and a public political issue that affects one’s identity and the relations

with others that shape the experiences of inclusive education. Being informed

of one’s rights empowers disabled people to exercise self-advocacy and

develop autonomy and agency to control their life rather than having it

controlled by public hegemonic and bureaucratic structures. This ideology of

reality is instilled by Dewey’s definition of experience where “we do not have to

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go to knowledge to obtain an exclusive hold on reality. The world as we

experience it is the real world,” (Biesta & Burbules, 2003, p. 29). In line with

this suggestion, the participation of disabled young people and of other

stakeholders was sought as through their narrated lived experiences and

reflections, I could understand and share the generated knowledge about the

reality of the current inclusive education at further and higher education.

1.5 Conclusion

The need for applying social theory to educational issues is finding

favourable grounds with key research topics such as “inequality, inclusion and

education; notions of educational selves and subjectivities; curricular and

pedagogical practice; and governance and management” (Murphy, 2013, p. 8).

In this research project, the focus is on the theme of inclusive education from

an ontological perspective of young persons with physical and sensorial

disabilities. The aim of the research is not to create generalisations, but to

understand the multi-layers of the phenomenon of inclusive education. The

research process spurred me to wonder about the experiences of different

stakeholders as, “deconstruction allows the researcher in education to look at

complexity and contingency, without predictability” (Irwin, 2013, p. 176).

Multiple frameworks of interpretation assisted me to understand the complexity

of experiences of inclusive education of disabled young persons with physical

and sensorial disabilities within the paradigm of further and higher education.

Following this introduction, chapter 2 appraises current literature while

chapter 3 focuses on the epistemological framework of the methodology.

Chapter 4 analyses the research procedures employed. Chapter 5 brings forth

the findings of the documentary analysis and participatory observation.

Chapter 6 highlights the findings of the students’ stories and reflections while

chapter 7 presents the analysis of the contribution of educators and inclusive

education supporters. The discussion of the findings is in chapter 8 while the

conclusions and recommendations are identified in chapter 9. To enhance

clarity and transparency, the thesis includes eleven appendices which are

referred to in the text accordingly.

Chapter 2

15

Chapter 2 Literature Review: Inclusive education

at further and higher education

2.1 Introduction

In response to the research questions, this chapter focuses on

understanding the phenomenon of inclusive education which is the core issue

of this inquiry. It also discusses the social model of disability which is used to

position this research within a framework where society is regarded as an

influential factor in disabling individuals. In exploring the barriers and enablers

of inclusive education, the literature directed towards exploring the framework

of Universal Design for Learning (also known as UDL). The data in this inquiry

also led to the understanding that the framework of Universal Design and

Universal Design for Learning could enhance inclusive education across the

learning landscape (Roberts, Park, Brown & Cook, 2011). The last two sections

focus on the development of inclusive education in Malta.

2.2 Understanding inclusive education

Even though more young disabled students entered further and higher

education in the Global North, the extent to which they feel included is still

questionable (Goodley, 2011). Liasidou (2014) claims that despite various

developments in terms of legal frameworks and in analysing issues related to

social justice, “disabled people are still underrepresented in higher education”

(p. 121). Inclusive education research is generally considered a “troubling field”

which contains a series of emotive and highly charged contexts (Allan & Slee,

2008-a, p. 1; Allan & Slee, 2008-b). Graham and Slee (2008) maintain that

Chapter 2

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although inclusive education is a relatively recent concept within pedagogy, “it

is a rapidly establishing movement simultaneously reflected in and refracted by

education policy, research and scholarship” (p. 80). Powell, Felkendorff and

Hollenweger (2008) argue that as educational systems become more inclusive,

and the acquisition of qualifications among certain groups of disabled young

persons increases, we will need additional research on transitions to post-

secondary education and further education career pathways. So, there is the

need for more research to help us conceptualise discourses of inclusive

education for the development of democratic and socially just communities.

The debate between providing inclusive education and keeping the

integrity and standards of educational entities and examination boards is

contentious. Barnes and Mercer (2011) claim that, “attempts to safeguard the

‘integrity’ of qualifications and protect existing standards disregard the process

of learning-generated barriers for disabled pupils” (p. 106). The document

Inclusive Learning (Further Education Funding Council, 1996), stresses that

the principles of inclusive education are fundamental to good teaching and

learning practice in mainstream education. Additionally, Adams and Brown

(2006) argue that, “for most higher education institutions, the transition to

inclusive education will require a significant cultural shift from seeing disabled

students as ‘outsiders coming in’, to an institution which openly embraces ‘all

comers’” (p. 4). Thus, a pro-inclusion culture that enforces accessible and

equitable quality learning and assessment practices for all students that

respect student diversity and students’ right of education are essential for the

implementation of inclusive education. This concept merges with Habermas’

movement towards “deliberative democracy” which is considered an

educational process “in which individuals bring different perspectives to an

ongoing process of communication” (Englund, 2010, p. 19). This ideology

underlines that inclusive education is of individuals not for individuals and is

generated with not by the constructive participation and dialogue of its

members in authority. This emphasises the importance of a rights-based

perspective in inclusive education that fosters equality in terms of giving equal

opportunities to all and equity which equates to giving all the necessary support

for an individual to succeed and be at par to others. It also exposes the value

Chapter 2

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of interdependence where every individual supports growth, social justice and

freedom. Similarly, Kadlec (2007) argues that, our educational system views

individuals as “competitive and antagonistic, when in fact we live in a world of

inescapable interdependence” (p. 47). So, inclusive education presents a

tension between students being treated as consumers to being regarded as

collaborators who support inclusive education.

Students’ diversity conveys the need for renewed commitment to teach

all learners regardless of race, ethnicity, age, gender, socioeconomic status,

ability or background to high standards (Gordon, 2009; Burgstahler, 2010-a).

Florian (2014) argues that for teachers to sustain a commitment of inclusive

pedagogy over time, they should adopt an approach that avoids

marginalisation that is generated when students are treated differently, and a

tactic that supports them to respond to learners’ individual differences.

Teaching with a conceptual framework that responds to student diversity is

educational both for the learners and educators as one needs to live inclusive

education to experience it. Similarly, Dewey (1930) argues that, “not only does

social life demand teaching and learning for its own permanence, but the very

process of living together educates” (p. 7).

Equity in the provision of quality inclusive education including accessible

assessment to promote democracy and social justice that liberate disabled

students from being oppressed. This could be enhanced by direct participation

of young disabled people during the consultation and decision-making process.

Portelli (2010) claims that our educational system should honour the principles

of democracy by valuing equity over a “one size fits all” mentality. This would

sustain social justice towards fulfilling the needs of all. Portelli (ibid.) also

proposes critical open discussions and advocates the opening of possibilities

“rather than an attitude of fatalism and deficit mentality” (p. 1). Similarly, Pinto,

Portelli, Rottman, Barrett and Mujuwamarija (2012) argue that, “critical

democracy necessarily leads to requirements of inclusion and empowerment,

with particular attention to those who are often marginalised” (p. 2).

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Dialogue and collaboration are means to empowerment if those involved

position themselves with an open mind towards understanding the reality of

others and be ready for change and growth. Inclusive education is an ongoing

process of learning and transformation for practitioners and learners. Ainscow

(2008) also argues that:

Inclusive education is really a process of people enquiring into their own context to see how it can be developed and it is a process of growth. It is a social process which engages people in trying to make sense of their experience and helping one another to question their experience and their context to see how things can be moved forward. (p. 41)

Quality inclusive education also calls further and higher education

institutions to be proactive rather than reactive in mainstreaming inclusive

education. This implies a reconstruction of the ‘learning landscape’ that

involves an evaluation of “the physical architecture, the formal and informal

relationships, the processes of teaching, learning and assessment, the

deployment of technology and the other factors that combine to shape the

nature of the student experience in higher education” (Stevenson & Bell, 2009,

p. 1). This concept supports Ainscow’s (1995) argument that rather than

emphasising on integration, which entails that the schooling system will remain

largely unchanged but would have additional arrangements to accommodate

learners, there should be a shift towards inclusive education where schools are

restructured to meet the needs of all. This praxis would shift the culture towards

more social inclusion and social cohesion as students would have the

opportunity to live experiences together rather than being pulled-out of the

mainstream. According to Gidley, Hampson, Wheeler and Bereded-Samuel,

(2010), the Australian Government is using the term “social inclusion” in higher

education policy literature to replace terms “such as access and equity”, that

were commonly used in policies to refer to the increasing numbers of

disadvantaged groups in higher education (p. 6). Investment in quality inclusive

education honours human diversity and the right of education; promotes social

inclusion and cohesion; and reduces discrimination in a wider context (Ainscow

et al., 2006). Similarly, Corbett (2001) sustains that:

Inclusion means responding to individual needs, with the term ‘special’ becoming redundant. If schools respond to individual needs, this includes a wide range from specific disabilities and learning difficulties to gender and ethnicity issues, sexuality, poverty and abuse. Many children come

Chapter 2

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to school with problems. A recognition of this and a sensitivity to it is part of inclusive education. (p. xiv)

Research about inclusive education at further and higher education

denotes various challenges and suggestions. A study amongst young persons

with dual sensory disability such as Deaf-blind, attending post-secondary and

tertiary educational levels highlights that the teaching and learning adaptations

were beneficial for everybody’s learning (Chanock, Stevens & Freeman, 2011).

It was recommended that the student should be consulted on a regular basis.

Lecturers need to plan and be flexible to ensure that texts are forwarded to

students and interpreters in accessible formats in advance of lectures.

Arrangements for orientation and mobility training around the campus are

useful. To prevent isolation of disabled persons, peers need to be guided on

how to create a learning community (ibid., 2011). Roberts (2009) in her

research about thirty-one disabled students across four institutions in England

and Scotland indicates that many students considered that their impairment(s)

or the effects of their impairment(s) had direct impact on their learning, in both

negative and positive ways. Other students considered that their impairment

raised barriers to their learning rather than having a direct impact on their

learning style. This validation that one’s impairment shapes the learning

experiences juxtaposes the principles of the social model of disability where the

substance of disability is something imposed on top of one’s impairment by the

way an individual is systematically excluded from society (UPIAS, 1976).

Disabling barriers tend to reduce the participation rates of disabled

students (Canadian Council on Learning, 2009). The report identifies that the

main disabling barriers are lack of physical accessibility and lack of information

for both the student and personnel providing support services. Travelling

barriers, lack of financial support and negative attitudes limited disabled

persons to succeed and hindered their participation in a new community. The

provision of alternative formats for learning and testing, the creation of peer

support networks and services for adult learners with disabilities and training to

educators about disability awareness were deemed essential (ibid.).

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Equality in accessing courses empowers disabled persons to develop

their learning potential and eventually find employment. The importance of

equity in accessing courses was supported by Powell, Felkendorff and

Hollenweger (2008) who studied disability in the German, Swiss and Austrian

higher education systems. The research revealed that young persons need to

be supported to participate in higher education and obtain accreditation. To

achieve a barrier-free system that offers equal participatory rights, the

education system should implement certain key elements, namely:

1) Secure equality of opportunity in terms of access to courses of study, 2) set forth in law adequate accommodations to address individual disadvantage in study and testing situations, 3) build and expand existing barrier-free structures, 4) secure and develop financial supports, 5) maintain and extend professional information, consultation and service offerings during their studies and in the transition phases between school and higher education and career, and 6) design a framework for equalising participation in higher education within Europe and internationally. (p. 536).

In another study, Fuller (2008) focused on understanding disabled

students’ social and academic experiences, and the extent to which these vary

by impairment, subject studied and type of institution in the United Kingdom.

Findings indicated that lecturers are generally supportive in following the

expectations of the disability equality legislation by making reasonable and

anticipatory adjustments to curriculum, pedagogy and assessments. However,

sometimes they feel overwhelmed by requests for individualised adjustments.

They are unsure about the balance between maintaining academic standards

and accommodating the needs of disabled students.

From their findings about vocational courses in further education colleges,

Coffield, et al. (2008) have identified three overarching themes in the provision

of inclusive education, namely the centrality of the learner-tutor relationships,

better communication between policy actors and practitioners and inclusion (or

lack of it) for learners and for staff. Mole and Peacock (2006) focused on

communication and linguistic difficulties facing Deaf people who wish to enter

higher education. They identified that there is the need for academic staff to

be made much more aware of clear communication principles when working

with Deaf learners. The study conducted by Jacklin, Robinson, O’Meara and

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21

Harris (2006) explored the educational and social experiences of disabled

students in higher education in Sussex. Factors affecting degree of happiness

with social and learning experiences depended upon teaching styles and how

inclusive/exclusive teaching was. The availability of resources, a network of

support and a positive attitude towards disabled students from tutors and other

students were also influential. They advised that higher education should give

importance to the notion of a continuum rather than targeting categories of

disabled/non-disabled students. The provision of accessible information and

supportive networks would generate positive experiences.

Accessibility in assessment is another domain that reflects quality

inclusive education. Powell (2003), with regard to teaching at higher education,

advocates for additional support for all individuals to achieve the desired

learning outcomes. Formative and summative assessments should provide an

equal opportunity for all students to show what they can do and what they can

learn. Gorard et al. (2007) dealt with the experiences of people in overcoming

the barriers at higher education. It was concluded that lectures posed a major

problem for disabled students, but gradually, teaching approaches were

adapted for diverse learners. Their research also indicated that although

varying forms of assessment seem to benefit all students, there was little

evidence of universities adapting their assessment methods. The first year at

higher education institutions is the year where most students tend to withdraw

from a course. Support for students cultivated resilience in completing a

course. The study carried out by Healey et al. (2006) indicated that only a

minority of disabled students faced barriers in teaching, learning and

assessment, but for those who did, their impact was serious. While reasonable

adjustments benefit all students, “there is a vital need to continue to seek out,

listen to, and act upon the views of disabled students” to make higher education

truly inclusive (pp. 6-9). Fuller and Healey (2009) focused on the experience

and views of lecturing staff and disabled students about reasonable

adjustments to assessment. It was concluded that approaches to teaching,

learning and assessment were based on “deep-rooted understandings of what

counts as valid knowledge, with associate assumptions about appropriate ways

to convey that knowledge and test whether learning has taken place” (p. 77).

Chapter 2

22

The above-mentioned research projects indicate that consultation,

accessibility, flexibility and equity in teaching, learning and assessment are

essential in the provision of quality inclusive education that supports human

rights, democracy and social justice. These notions suggest the adoption of a

functionalist approach to inclusive education where every person is given an

opportunity to develop one’s learning potential in the way that is most

accessible to one’s persona. In reducing disabling barriers, the application of

the principles of the social model of disability provides a base-line framework

that enables individuals to position themselves on the side of disabled persons.

2.3 A critique of the social model of disability

This research is positioned within the perspective that society disables

people. In this inquiry, the social model of disability is used as a practical

approach in thinking through and understanding barriers from a rights-based

standpoint. Abberley (1999), states that the social model of disability is

increasingly utilised in the field of disability studies. Barton (2003) consolidates

the statement when he stresses that:

The importance of the social model in the struggle for equity and a non-oppressive, non-discriminatory world, is that this goes beyond the issue of disablement and is about the establishment and maintenance of a social world in which all people experience the realities of inclusive values and relationships. (p. 12)

The strengths of the social model as identified by Shakespeare (2006-b)

fall into three main areas. Firstly, it has been effective politically in building the

social movement of disabled people. Secondly, it demonstrated that the

problems disabled people experience are due to social oppression and

exclusion, not their individual limitations. Thirdly, it was effective in improving

the “self-esteem of disabled people and in building a positive sense of collective

identity” (ibid., p. 199). Considering this critique, I questioned whether the

extent to which the same argument can be maintained in the Maltese context.

Although the social model is a good platform to engage in disability

studies, there is criticism towards this model. Owens (2015) categorised the

criticisms of the social model of disability on three aspects. Impairment and

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23

disability are considered as distinct from each other and the model does not

engage with the experience of embodiment. The social model considers that

all disabled people experience oppression and does not recognise the variance

in the lived experiences of impairment. Moreover, the social model has an

inadequate theoretical framework. In fact, Shakespeare (2006-a) criticised that

this model has “largely failed to produce good empirical research, because it

relies on an overly narrow and flawed conception of disability” (p. 9). Although

this study focused on the experience of young persons with physical and

sensorial disabilities, it does not limit the initiation of other empirical research

so that society would have a better understanding of the broader picture of

inclusive education. In fact, the findings of this research were not considered

an end but the beginning of a process in developing a conceptual framework of

inclusive education that channels student diversity at further and higher

education. Another criticism focuses on the concept of “the barrier-free utopia”

(Shakespeare, 2006-b, p. 201). It is difficult to have a barrier-free society as

“accommodations are sometimes incompatible because people with different

impairments may require different solutions” (ibid., p. 201). In this research, the

participation of disabled persons with physical and sensorial impairments was

chosen to learn how every individual experience one’s impairment and find

ways of coping with it. The reality that there will always be limitations in meeting

the needs of diverse individuals completely is also recognised.

Oliver (2004) identifies that the Disability Equality Training Movement (a

disabled people’s organisation set up in the 1980s) and disability studies

criticised the social model of disability on the basis that by using the model, “the

subjective experiences of the ‘pains’ of both impairment and disability are

ignored” (p. 8). Another criticism “centres on the issue of ‘otherness’. It is

argued that it is not just physical and environmental barriers that are faced, but

the way our cultural values position disabled people as ‘other’” (ibid., p. 9). In

this study, the participation of disabled and non-disabled participants aimed at

exploring the cultural values pro and against inclusion and the identity that is

shared on a personal level and as a minority group. It also examined whether

environmental and educational disabling barriers are primarily triggered by

social antagonism towards disabled persons and disability.

Chapter 2

24

In the arguments proposed to review the social model of disability,

Thomas (2004, p. 581) in examining the sociological understandings of what

constitutes disability suggests that within disability studies there should be a

social relational understanding of disability that was originally developed by Vic

Finkelstein and Paul Hunt in the 1970s prior to the development of the social

model of disability. The social relational understanding encapsulates the idea

that disability occurs when restrictions of activity to people with impairment are

entirely originating from society. Restrictions of activity caused by impairments

and illness do not create disability, and as such might be better captured by the

concept ‘impairment effects’. From another point of view, Beckett and Campbell

(2015, p. 280) defined the social model as an ‘oppositional device’ whereby the

model is considered to facilitate resistance-practices in supporting disabled

people by identifying the barriers that exclude and restrict disabled people and

by revealing the contingency of an inclusive and enabling society. In

recognising one’s impairment and the social constructs that disable or enable

individuals, the adoption of the Universal Design for Learning framework in

educational institutions could cultivate quality inclusive education that is

accessible to diverse learners.

2.4 The rationale of Universal Design for Learning

The United Nations Convention on the Rights of Persons with Disabilities

mandates inclusive education at all levels including tertiary education and the

application of Universal Design for Learning (United Nations, 2006). The

conceptual framework of Universal Design for Learning or Universal Design for

Instruction (Roberts et al., 2011) is considered as an enabling inclusive

pedagogy that makes the implementation of inclusive education feasible.

Universal Design for Learning reinforces quality education at further and higher

education as it is a promising way of addressing student diversity (Gordon,

2009). Universal Design for Learning is a “scientifically valid framework for

guiding educational practice” that provides flexibility in teaching and learning

and reduces barriers to instruction (Laws of the United States, Higher

Education Opportunity Act, 2008). In fact, Universal Design for Learning is

gradually being considered as “a tool for social justice and multicultural post-

Chapter 2

25

secondary education” (Higbee, 2010, p. 61). It is also considered as a

framework that promotes forms of inclusive pedagogies and fosters inclusion

in higher education that moves “beyond assimilationist and compensatory

measures of support” in order “to meet learner diversity in non-discriminatory

and socially just ways” (Liasidou, 2014, p. 127).

Universal Design for Learning is an adaptation of the Universal Design

framework which was developed by architects, designers and engineers to

create a barrier-free environment to reduce stigmatisation and segregation of

users and to provide the same means of use for all users (Shakespeare, 2006-

a; Seale, 2006). Universal Design for Learning was pioneered in Wakefield,

Massachusetts by the Center for Applied Special Technology (also known as

CAST) in 1984. In the early 1990s, the founders, Anne Meyer, David H. Rose

and David Gordon “shifted their approach to address the disabilities of schools

rather than students” (Meyer, Rose & Gordon, 2014, p. 5). Its principles

promote proactive design of curricula and practice that is highly beneficial for

all students, including the heterogeneous group of disabled students (Sopko,

2009; Burgstahler, 2010-b; Thurlow, Johnstone & Ketterlin-Geller, 2010).

Contrary to a traditional print-based approach, Universal Design for Learning

enables all learners to participate in the curriculum (Hall & Stahl, 2006, p. 70).

Universal Design for Learning focuses on four instructional components: “goals,

assessment, methods and materials” (Meyer et al., 2014, p. 15). These

components guide educators in maximising learning opportunities for diverse

learners and reduces the primary barriers to develop “expert learners” (Rose &

Gravel, 2009, p. 5). They also aim at developing learning expertise where

expertise is defined “not as a destination but rather as a process of becoming

more expert on a continuum of development” (Meyer et al., 2014, p. 23).

Universal Design for Learning is targeted to channel three brain networks,

namely the ‘recognition networks’, ‘strategic networks’ and ‘affective networks’.

The way the brain processes across the three networks varies widely per

learner and so Universal Design for Learning employs analogous strategies for

learning principles of ‘multiple means of representation’ (the “what” of learning),

‘multiple means of action and expression’ (the “how” of learning) and ‘multiple

Chapter 2

26

means of engagement’ (the “why” of learning) to these brain networks to boost

learning (Rose & Gravel, 2009, pp. 8-9; Meyer et al., 2014). The pedagogy used

in implementing the principles is explained in a set of guidelines that reorient

the original tenets of Universal Design to teaching and learning contexts (Rose

& Gravel, 2009; Lapinski, Gravel, & Rose, 2012). The guidelines promote 1)

accessible and fair (equitable) material; 2) flexible use, participation and

presentation; 3) straightforward and consistent coursework; 4) information that

is explicitly presented and readily perceived; 5) a supportive learning

environment; 6) the minimising or elimination of unnecessary physical effort or

requirements; and 7) a learning space that accommodates both students and

methods (Powell, 2013, p. 37).

Universal Design and Universal Design for Learning consider disability as

a social construct and is concerned with making products, environments and

communication systems functional and comfortable to the greatest extent

possible by the broadest spectrum of users thus minimising the number of

disabled persons (Imrie, 2007; Burgstahler, 2010-a; Burgstahler, 2010-c).

According to Shakespeare (2006-a) this implies that “information should be in

multiple formats and accessible to all; design should be usable with low

physical effort; size and space should be appropriate for users with different

body sizes, seated or standing” (p. 44). Such practices aim to facilitate

participation in the community and to improve the quality of life of disabled

persons. It is also aimed to restore disabled persons’ self-esteem, dignity and

independence while encouraging designers to create user-friendly designs

(Imrie, 2007). The course in implementing Universal Design for Learning

should be considered as a work in progress rather than a destination that grows

through the participation and experience of Universal Design for Learning

practitioners (Rose, Harbour, Johnston, Daley & Abarbanell, 2010).

The provision of access arrangements or accommodations is a reactive

approach in providing access in assessment. The alternative route is to apply

proactive approaches such as Universal Design for Learning to assessment

systems that are accurate for a wide range of students and incorporate

widespread student needs in the original design (Dolan & Hall, 2009; Rose, Hall

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& Murray, 2009; Burgstahler, 2010-a). This would make educational

mechanisms more inclusive to those students who self-identify their disability,

but it can ameliorate the situation to those who do not disclose their disability

or learning difficulties (Burgstahler, 2010-a; Thurlow et al., 2010; Spencer &

Romero, 2010). The application of Universal Design for Learning could have a

cascading impact on having more accountable local further and higher

education institutions that provide inclusive instruction, assessment and

environments (Rose, 2009-a; Burgstahler, 2010-a) and encourage publishing

agents to create digital versions of texts that are more accessible than print-

based texts (Rose, 2009-a).

In analysing the perspective of faculty members on Universal Design for

Learning in the United States, Vreeburg Izzo, Center, Murray and Novak (2008)

concluded that faculty members and administrators are adjusting to the

increasing diversity of college students. They recognised the need for greater

flexibility in instructional design while maintaining the integrity of the courses to

prepare students to enter the workforce. Faculty members who receive

professional development on Universal Design for Learning practices and

assessment reported that they were better equipped to meet the needs of

disabled students. However, the researchers stress that additional research is

needed to explore the impact of Universal Design for Learning approach and

strategies on student learning outcomes. Similarly, Schelly, Davies and

Spooner (2011) carried out a study about the student perceptions of Faculty

members in implementing Universal Design for Learning. Students perceived

that Universal Design for Learning training for higher education instructors may

increase the implementation of Universal Design for Learning principles in

classrooms as after training, students were provided with materials in multiple

formats and representations that made the material more accessible to diverse

students and instructors provided a better summary of key points from

instructional videos which added to the multiple representations of the concepts

being taught. Thus, the application of the Universal Design for Learning

framework demands that teaching methods would shift away from meeting the

needs of the “typical” student and “a one-size-fits-all” approach and move

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toward multiple opportunities for creativity and flexibility (Sopko, 2009, p.115;

Strangman, Hitchcock, Hall, Meo & Coyne, 2009, p. 158; Higbee, 2010, p. 61).

Through Universal Design for Learning, disabled students have equal and

equitable means of accessing content at the same time as their peers. They

also have the opportunity to experience academic and social growth in ways

that work best for them (Burgstahler, 2010-b; Burgstahler & Cory, 2010; Hall,

Meyer & Rose, 2012). Investment in building accessibility for students with

disabilities from the start of programmes by means of “educational technology”

that includes assistive technology, digital curricula and universal design is

essential (Rose, 2009-b, p. 85; Sopko, 2009). From a different perspective,

Basham, Smith and Satter (2016) argue that since the educational system

incorporates online learning, the educational technology industry needs to

support this trend by using the Universal Design for Learning framework to

design instructional materials that respond to diverse learners.

To increase sustainability and feasibility in implementing Universal

Design for Learning, Behling and Hart (2010) maintain that it is essential that

within further and higher education institutions, there are supportive networks.

These networks include administrators, motivated and creative lecturers,

professional development and the recruitment of trainers, coordinators and

technology specialists (Sopko, 2009; Spencer & Romero, 2010; Burgstahler &

Cory, 2010) who inform and collaborate with other educators. Collegial

collaboration and ongoing commitment between departments and academic

faculties can determine the most effective instructional and support strategies

to reduce environmental, educational and social disabling barriers (Finn, Evans

Getzel, Asselin & Reilly, 2010). In incorporating Universal Design for Learning

at further and higher education levels, the Maltese educational system should

address the challenges of including Universal Design for Learning within “policy,

mission statements, course design, instructional methods and assessments”

(Sopko, 2009, p. 101). Although Universal Design for Learning is interpreted as

“simply good teaching”, creating Universal Design courses and curricula

requires intentionality and thorough planning in advance and design (Higbee,

2010; Lapinski et al., 2012). Therefore, investment in developing Universal

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Design for Learning in Malta should be viewed within the perspective of the

current inclusive education policy and its implementation.

2.5 Inclusive education in Malta

Over the years, inclusive education in Malta stemmed historical

worldviews that emanated from the medical and the social models of disability.

These influenced the political, social and cultural shifts in the local scenario.

Historical research indicates that in Malta, special education was initiated in the

1950s (Ministry of Education, Culture Youth and Sport, 2005; Zammit Mangion,

1992; Perry, 1956; Ellul, 1958). This trend needs to be compared to what was

happening in the United Kingdom. In the 1950s, the historical interpretation that

led to present ideologies of inclusive education was driven by “the psycho-

medical legacy” (Clough, 2008, p. 10; Goodley, 2011). This implied that there

was an operational meaning based on the medical model of disability in the

context of learning difficulties. In Malta “the psycho-medical legacy” prevailed

even in the 1960s (Staff Reporter, 1960; Correspondent, 1960; Correspondent,

1966; Bartolo, 2001) whereas in the United Kingdom there was a shift towards

“the sociological response”. This entailed a sociological critique about the aims

of special education and it was challenged as “symptomatic of oppressive

processes” (Clough, 2008, p. 15; Goodley, 2011).

According to Clough (2008) and Goodley (2011), in the United Kingdom

during the 1970s, there were attempts to develop curricular approaches to meet

the diverse students’ learning needs. Armstrong, Armstrong and Spandagou

(2010) also sustain that, “by the 1970s, there existed a large and costly system

of special educational provision outside of the mainstream school sector that

largely catered for ‘troublesome’ children with learning difficulties and

behavioural problems” (p. 18). In Malta, this started post-1975, following the

Declaration on the Rights of Disabled Persons (United Nations, 1975, Article

6). However, in Malta, more development in this regard occurred in the 1980s.

Post-1975, there was a trend for integration of disabled persons from

segregated environments. The idea was to have a “special class” within the

normal school (Falzon, 2009, p. 98). This supported the movement of the time

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that upheld that “integration” was the popular term in Europe and North America

in the 1970s (Armstrong et al., 2010, p. 116).

In the 1980s there were different developments. In the United Kingdom

there was emphasis on “school improvement strategies” (Clough, 2008, p. 24;

Goodley, 2011). These strategies entailed teachers developing their own

curricula and pedagogies to reflect inclusion. The focus was on school

communities and curricula rather than individual achievement. It can be argued

that since the 1980s, Malta seems to have taken its own direction while keeping

an eye open on foreign countries as to what could be borrowed and developed

in the Maltese scenario. In Malta, there were more developments on integrating

and mainstreaming disabled students (Tanti Burlò, 2010-a, p. 207; Troisi, 1992;

Bezzina, 2009, p. 71) even though “opportunity” classes or centres were

created for low-achievers (Zammit Mangion, 1992, p. 204). These centres were

also supported by the state as “the 1988 Education Act makes it a duty of the

state to provide special schools for the education of handicapped children”

(Zammit Mangion, 1992, p. 240; Laws of Malta, 1988, Education Act, Chapter

327, Part IV, article 45). The Education Act (Laws of Malta, 1988, Chapter 327)

Part VI articles 63-71, Part VII articles 72-84, Part VIII articles 85-112 also

address the local structure with regard to further and higher education in Malta.

In 1989, the Maltese government promoted inclusive education by

embarking on an intensive programme to reduce the number of pupils attending

special schools and instead to have them start attending mainstream schools

while being supported by a ‘facilitator’ or what was termed later as a ‘learning

support assistant’ (also known as LSA) (European Agency for Development in

Special Needs Education). Following the publication of the National Minimum

Curriculum (also known as NMC) (Ministry of Education, 1999), for the primary

(Laws of Malta - Legal Notice 73, 1989), secondary (Laws of Malta - Legal

Notice 103, 1990) and post-secondary (Laws of Malta - Legal Notice 56, 1991)

schools, the educational system was criticised for not representing the ideals

of the whole local community. Moreover, a pro-segregation system was

favoured over an inclusive one (Wain, 1991, p. 12; Borg, 1991, p. 49; Borg &

Mayo, 2001, p. 76). Notwithstanding that KNPD was already set up in 1987,

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the National Minimum Curriculum excluded “mentally handicapped” students

and rendered “people with physical disabilities invisible” (Borg & Mayo, 2001,

p. 77; Borg, Camilleri, Mayo & Xerri, 1995, p. 352).

In the 1990s, due to various interventions in promoting inclusive education

in Malta, up to a certain extent there was a trend towards a “disability studies

critique” that was being developed in the United Kingdom (Clough, 2008, p. 27;

Goodley, 2011). The scope was to develop disability studies even from ‘outside’

the education field which had at its heart the call for inclusive education. Since

1991, the local international assessment system organised by the University of

Malta Matriculation and Secondary Education Certificate (MATSEC) board was

set up. Since then, secondary school students can sit for the local 16+ exams

where they can obtain the Secondary Education Certificate (also known as

SEC). The students have a common core Paper I and an option to sit for Paper

IIA or IIB where Paper IIA is more challenging than Paper IIB (University of

Malta, MATSEC). Eventually, MATSEC reviewed the inclusive notions of the

examination system by introducing two “differentiated papers” (Mizzi, 2009, p.

13) at Secondary Education Certificate level which is equivalent to an Ordinary

level or Levels 2 and 3 in the Malta Qualifications Framework as referenced in

the European Qualifications Framework (Malta Qualifications Council; NCFHE,

2007). After completing compulsory secondary education, depending upon the

number of passes and the grade obtained, at 16 years old, students can opt for

a post-compulsory academic or a vocational route at further education level.

The vocational institutions prepare the students for local and international

recognised qualifications. Those students who follow an academic route, in

order to be accepted in courses at the University of Malta, they have to obtain

a pass mark (the grade varies per course) in two Advanced levels, three

Intermediate subjects and Systems of Knowledge which is a compulsory

subject equivalent to another Intermediate subject. This certificate is

recognised as a Matriculation certificate. Both Secondary Education Certificate

and Matriculation certificates are issued by MATSEC examinations board

(University of Malta, MATSEC, n.d.).

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In the mean time, “access arrangements” were created to enhance equity

amongst disabled and non-disabled students (Firman, 2009, p. 83). Great

attention was given to develop inclusive education to improve quality in the

education that celebrates diversity. With the support of the state, parent

activists and academics, inclusive education was also intended to end

discriminatory attitudes in local schools (Spiteri, 1993; Tanti Burlò, 1994;

Ministry of Education, 1999; Giordmaina, 2000; Bartolo, 2001, p. 230; Bezzina,

2009, p. 72; Ministry of Education, Culture Youth and Sport, 2009; Tanti Burlò,

2010-a, p. 209). This momentum in promoting inclusive education was also due

to international developments such as The Salamanca Statement (UNESCO,

1994) of which Malta is a signatory country (Bezzina, 2009, p. 73). As argued

by Borg and Mayo (2001) on the concept of inclusion in the National Minimum

Curriculum (Ministry of Education, 1999), the process of curricular reform was

being advocated “in a specific context, with particular reference to issues

concerning ‘race’, class, gender, disability and other forms of social difference”

(p. 74). Moreover, in Malta there was an overt struggle to foreground gender

‘equality’, critical citizenship, multiculturalism, sexuality education, moral

education and genuine inclusion” (ibid., p. 79).

Additionally, in 1991, there was an amendment in the Education Act of

1988 (Laws of Malta, Chapter 327, Part VI, Further and Higher Education,

Article 64) whereby there was the establishment of a National Commission for

Further and Higher Education. Its aims were to determine “the needs and the

aspirations of providers of further and, or higher education”, to notify the public

“of issues connected with sustainable development of further and higher

education in Malta” and to advise “the Government on any matter which is

connected with the further and higher education.” With regard to higher

education, in the Admission regulations and By-laws of 1997 (Laws of Malta,

1988, Education Act, Chapter 327, Section 2.2 (v)), it is stipulated that a

candidate may be admitted as a regular student of the university if “he suffers

from some severe physical disability which would have made it difficult for him

to obtain the required entry qualification.” However, inclusive education at

further and higher education was still on the peripheral agenda as “the

university and other private and government schools remained identical to an

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obstacle course which makes life more difficult to those students who

happened to have a physical disability” (Staff Reporter, 1991, p. 17). Further

development towards the inclusion of disabled young persons at further and

higher education occurred when Malta ratified The Bologna Declaration in 1999

as it envisaged “equality of opportunities in higher education, in terms of:

access, participation and successful completion of studies; studying and living

conditions; guidance and counselling; financial support, and student

participation in higher education governance (The Bologna Process-Social

Dimension, n.d. p. 1; The Bologna Declaration, 1999).

Since the year 2000 onwards, with the approval of the Equal

Opportunities (Persons with Disability) Act, disability is being advocated by an

anti-discrimination legislation (Laws of Malta, 2000, Chapter 413) whereby it is

aimed that Malta develops as a nation “in which all Maltese have equal

opportunities to be educated to their highest potential throughout their lifetime”

(National Commission for Higher Education [NCHE], 2009, p. 23). Such

legislation started changing the recognition of the rights of disabled people to

education and training (Academic Network of European Disability Experts

[ANED], 2010) and documents by different entities were being published.

Efforts from the state, CRPD (ex-KNPD), other non-governmental

organisations and disability activists led to such an achievement (Ministry of

Education, Culture Youth and Sport, 2005). There were various attempts to

improve the quality of inclusive education at further and higher education in

assessment procedures (Laws of Malta, 1988, Education Act, Chapter 327,

Articles 56-64; University of Malta, 2007; University of Malta, 2009; University

of Malta, 2011; University of Malta, MATSEC Support Unit, 2016). Currently,

disabled young persons are encouraged to enrol in courses as access is being

widened to academic and vocational courses (Ministry of Education, Youth and

Employment – Policy Unit, 2005; University of Malta - Disability Studies Unit;

University of Malta - Master of Arts in Disability Studies n.d.; Camilleri, 2006;

“Access to professional training,” 2007; NCHE, 2007; University of Malta -

ACCESS: Disability Support Unit, n.d.; University of Malta, 2007; Schmitt &

Priestley, 2011). A detailed breakdown of developments is listed in Table 1:

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Table 1

Developments in inclusive education in Malta since the year 2000

2000 The Ministerial Committee on Inclusive Education (MCIE) published the Inclusive Education Policy Regarding Students with a Disability. The scope of this policy document was to describe the function of the Individualised Educational Programme (also known as IEP) when a formal Statementing process is necessary; regulates the procedures of the Statementing Panel and regulates the procedures of an Appeals Board (MCIE, 2000)

2000 There was the inception of the Foundation for Information Technology Accessibility by the Malta Information Technology Agency and the KNPD (ex-CRPD). It strives to make information communications technology accessible for disabled people by helping them to select, acquire or use assistive technology devices so that they will be able to make the best use of information communication technology (Foundation for Information Technology Accessibility -

2001 The Foundation for Tomorrow’s Schools under the Ministry for Education and Employment was incepted to own, develop, build, upgrade, refurbish, maintain primary, secondary, and post-secondary schools (Ministry for Education and Employment, 2001).

2002 The National Curriculum Council – Focus Group for Inclusive Education forwarded the document Creating Inclusive Schools – Guidelines for the implementation of the National Curriculum Policy on Inclusive Education. This document elaborated on how schools and every educational entity can implement the National Minimum Curriculum and provided a set of Indicators for inclusion (National Curriculum Council, 2002).

2002 The Ministry of Education published the document Arrangements for Candidates with Particular Requirements - Guidelines. It focused on examination access arrangements that can be implemented without impeding the reliability and validity of assessment. The aim was to remove barriers in assessment to students who have learning difficulties (Ministry of Education, 2002).

2004 The document State Higher Education Funding also known as the Chalmers Report, addressed the re-evaluation in funding post-secondary and tertiary institutions. It claimed that there was the need for more strategic coordination and cooperation between further and higher education institutions (Ministry of Education, Youth and Employment, 2004).

2005 The Inclusive and Special Education Review, also known as the Spiteri Report analysed and evaluated developments and current practices with regard to education. It also recommended ways how the local situation could be ameliorated. This document gave rise to the set-up of the Network for Inclusive and Special education in 2005 (Ministry of Education, Culture, Youth and Sport, 2005).

2005 The document For All Young Persons To Succeed – A network organisation for quality education in Malta, identified ways how the Maltese educational system could develop to ensure quality education for all through various networks within the same

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educational system. The document acknowledged the achievements of inclusion in higher education as more students were attending the Malta College of Arts, Science and Technology (MCAST), the Institute of Tourism Studies (ITS) or were opting to tertiary education both at the University of Malta and the European Union Universities. It was noted that the government was in the process of setting up a National Commission for Higher Education (Ministry of Education, Youth and Employment – Policy Unit, 2005).

2005 The Maltese Sign Language Service in schools was introduced whereby Deaf students in the mainstream started to benefit of the service of sign-language interpreters in the Maltese sign-language. This was achieved by an agreement between the Education Ministry and the Deaf People’s Association (Malta) (New sign language service in schools, 2005).

2006 The Education Act, Chapter 327 was amended by Act XIII. In section 58, it is stated that the Minister should ensure that the policy on inclusive education is being applied in all schools and resources, tools and facilities are available. There should be specialised centres of resources which support schools and Colleges in the implementation of the policy of inclusive education, which give a service to students having specific learning difficulties (Laws of Malta, 2006).

2007 The report A Quality Assurance Framework for Further and Higher Education in Malta outlined recommendations for a new licensing, accreditation and quality assurance framework, applicable to all public and private providers of further and higher education and their programmes. The aims and principles of quality assurance were based on the Standards and Guidelines for Quality Assurance in the European Higher Education Area adopted by the ministers for Higher Education within the Bologna Process in Bergen, 2005 (NCHE, 2007).

2007 The University published The University of Malta and Students with Disability. The document outlined that the University recognised students’ right to have access in education, assessment and the environment. It also stated that students should be supported throughout the course (University of Malta, 2007).

2008 The Students Services Department within the Directorate of Educational Services, appointed Service Managers to manage The Inclusive Education Section, Special Education and Resource Centres and Psycho-Social Service (The Students Services Department, 2008).

2009 The National Commission for Higher Education published the document Further and Higher Education Strategy 2020. In the field of inclusive education at further and higher education, the document proposed guidelines and objectives how the local educational system will be inclusive and attract more young people and adults into further and higher education, will warrant equity and open access to all students who would like to further their studies (NCHE, 2009).

2009 The document Higher strategy for Malta 2015-2024 aimed at reaching targets in the local context of higher education. With regard to disabled students, the local CRPD (ex-KNPD) highlighted the need to analyse the situation of disabled students and the disabling barriers

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that they experience at higher education. In the light of this statement, it was stipulated that, “Malta will undertake regular data collection on the progression routes of students with special needs into higher education, their social and economic conditions and obstacles faced throughout higher education” (p. 24). Additionally, it was recommended that entities would collaborate in supporting disabled students at higher education (NCHE, 2009).

2009 The Special Schools Reform (2009) report was developed in response to the recommendations made by the Inclusive and Special Education Review (2005). The reform aimed that the Directorate for Educational Services will provide an opportunity for all students to develop their learning potential including those with Individualised Educational Needs attending Resource Centres or mainstream schools (Ministry of Education, Culture, Youth and Sport, 2009).

2013 The University of Malta Access Arrangements report explained the procedures for students to apply for access arrangements. It also highlighted different support systems available to students that can be obtained through the ACCESS Disability Support Unit at the University of Malta (University of Malta, 2013).

2014 The document Framework For The Education Strategy For Malta 2014-2024: Sustaining Foundations, Creating Alternatives, Increasing Employability aimed to have a coherent strategy from early childhood education and care up to lifelong learning so that learners will be able to obtain “the necessary skills and attitudes to be active citizens and to succeed at work and in society” (p. 2). It also aimed to increase participation and retention in lifelong academic and vocational learning programmes amongst young people and adults (Ministry for Education and Employment, 2014).

2015 The document National Vocational Education and Training Policy focused on the importance of vocational education and training to create a more sustainable society that contributes to employability of young people and adults to generate economic growth. Vocational training was considered as a contributory factor to increase social cohesion and mobility of students and workers (National Commission for Further and Higher Education [NCFHE], 2015).

2015 The Minister for the Family and Social Solidarity proposed a Bill for an Act about the United Nations Convention on the Rights of Persons with Disabilities. The Act aimed “to make United Nations Convention on the Rights of Persons with Disabilities and Optional Protocol to the said Convention, to become, and be, enforceable as part of the Law of Malta” (Parliament of Malta, Twelfth Legislature, Motion 248)

2016 The Admissions Regulations of the University of Malta were amended so that since October 2017, students within the Autism Spectrum and Specific Learning Difficulties who “possess qualifications which fall short of those required, which shortfall in qualifications at SEC (Secondary Education Certificate) Level” can apply for courses, provided that the missing qualifications will not adversely affect the student’s studies at University (Laws of Malta, 2016).

2017 A consultation paper was launched to discuss The University of Malta Act. The proposed Act aims at ensuring free access to higher

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education and that Malta remains abreast with European development. It upholds institutional autonomy, operational flexibility and efficiency and support students’ interests. Additionally, the proposed Act safeguards quality assurance and sustainable funding (Ministry for Education and Employment, 2017)

Notwithstanding these ongoing developments, the experience of disabled

young persons in enrolling and completing courses at further and higher

education is still unexplored. I also question the approach that educational

authorities are taking by having 16+ year old disabled young persons attend a

Young Adult Education Resource Centre which is situated at Wardija in the

North of Malta and is part of a Secondary School College. In the Maltese

educational context, a College consists of a group of secondary schools which

offer different student services. Thus, students attending the Young Adult

Education Resource Centre would benefit from the services at these Colleges

because that there is not an adequate infrastructure at further education

institutions to provide student services that respond to the current reality of

student diversity (Maria Regina College, Dun Manwel Attard Young Adult

Education Resource Centre). This system also creates opportunities where

children and young adults move out of ordinary schools into special schools,

mostly after the primary school and even more at post-secondary level (Tanti

Burlò, 2010-a). There are various challenges that need to be addressed in

implementing inclusive education. In fact, the participants argued that our

further and higher education institutions are “under severe financial pressure”

(Ministry of Education, Youth and Employment, 2004, p. 9).

These arguments show the need for research about the implementation

of inclusive education. The important role of involving disabled persons in

research at grassroots level to create sociocultural change has been recorded

in various studies. Troisi (1992) in his research about the situation of disabled

people in Malta argues that the most challenging barrier to the rightful

participation and equality of disabled people in the sociocultural system is

pervasive prejudice and discrimination. There are also negative cultural and

social attitudes, traditional stereotypes and indifference. These barriers which

are mainly caused by the social environment, hinder disabled people in

exercising their rights of achieving “independence in decision-making; their

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self-determination in education; gainful employment, job selection and

satisfaction; intimate relationships; leisure; and sexual autonomy” (ibid., p.

202). Following the census of 2005, the report about the quality of life of

disabled people in Malta indicated that there is still much room for improvement

especially in terms of job opportunities and having disabled people reaching

and completing further and higher education (Bezzina, Callus, Cardona &

KNPD, 2009). In addressing inclusion Azzopardi (2009) contends that “schools

are idiosyncratic communities” and need to develop flexible patterns by

involving the students (p. 255). He recommends that in Malta the disability and

inclusive education discourse as taken from the perspective of the social model

of disability needs to be debated rather than just defined. Malta needs to create

a “collective agenda” of political inventiveness to enforce the rights of students

as “inclusion depends on the experience of interaction, participation and

partnership in their neighbourhood” (ibid., pp. 256-257).

A number of local undergraduate and post-graduate studies have been

carried out over the years in Malta. The emerging common elements

underscore educational, social and environmental disabling barriers/enabling

factors that disabled persons face daily in different sectors of education. The

studies indicate that support of social networks, such as family and friends, play

an important role in having disabled people included in the community and in

its public spaces such as educational institutions. The findings support

international research as discussed in sections 2.2 and 2.3. However, in Malta,

the way different stakeholders experience inclusive education policy and its

implementation so that quality education from a rights approach is provided, is

still unexplored. This aspect entails a historic analysis to reveal shifts in the

Maltese culture about the constructs of inclusive education and disability.

2.6 Understanding the cultural milieu about disability

and inclusive education in Malta

Richardson and Adams St. Pierre (2008) explain that “poststructuralism

links language, subjectivity, social organisation, and power. The centrepiece is

language. Language does not ‘reflect’ social reality but rather produces

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meaning and creates social reality” (p. 476). Barnes, Mercer and Shakespeare

(2008) argue that a sociological approach suggests that the common meanings

associated with impairment and disability emerge out of specific social and

cultural contexts. To have a better understanding of the social reality in

disability and inclusive education discourse, I analysed the socio-cultural and

political reality existent within the Maltese community over time. The online

archive of the local newspapers, The Times and The Sunday Times of Malta

spanning from 1930-2010 was used to examine the Maltese historical events

that marked developments in disability activism and education and shaped

discourse on disability and inclusion. The reason why these newspapers were

selected was due to the fact that they are published by the same publisher, one

from Monday to Saturday and the other on Sundays only respectively. Since

the newspapers are written in the English language, I did not have to translate

any articles or words. The sampling was organised by inputting key words

related to education, disability and higher education into the archive of the news

engine. For every year, I selected the most relevant newspapers articles in

describing the type of education that was provided for disabled people.

The Maltese newspapers revealed that in Malta there were various

developments in disability discourse, disability portrayal and disability activism.

Along the years, inclusive education, job opportunities for disabled persons,

accessibility and equal opportunities for all were the driving forces to disability

activism. The Maltese kept abreast with developments in the international

spheres. However, since Malta was colonised by the British until September

21st, 1964, there were many articles that referred to Britain and the strong

alliance that the Maltese had to British developments in disability activism and

inclusive education. The articles testified the power of media in influencing the

socio-cultural notions with regard to a phenomenon.

As indicated in Table 2, the analysis of this research showed that in Malta,

there was an evolution in relation to how disabled persons were portrayed and

experienced a degree of emancipation over time. From a charity-based

approach and a framework that adhered to the medical model of disability there

was a gradual shift to the use of linguistic terms that follow the principles of the

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40

social model of disability, and later self-advocacy that stemmed from a rights-

based standpoint. This praxis challenged the knowledge of those in power and

the public. The oppression and discrimination were recognised in various

articles and efforts were made by governmental and non-governmental bodies

to resolve the conflicts of interest between disabled and non-disabled persons

on the principles of democracy, social justice and human rights. The analysis

revealed an underlying meaning that in the Maltese society there is a historical

strong inclination towards a charity-based approach in terms of disability and

there is a deficit mentality towards disability and disabled persons. Since the

2000s, instilled by the activism of parents, some politicians, people in education

who were familiar to the notion of disability, there were ongoing developments

where attention was given to the educational needs of disabled persons and

persons with learning difficulties. However, to have consistency and

standardisation across different sectors, in adopting and implementing a rights-

based approach in inclusive education, a major cultural shift is demanded.

Table 2

Linguistic shifts over the decades in Malta

Decade Description Examples of words

1930s • Impairment was referred to ailment.

crippled

1940s • Strong reference to the post-war era where disabled ex-service men needed rehabilitation.

disabled, disability, invalid, invalided

1950s • Terms were stressing the inability of a person and reflect a strong influence of the medical model of disability.

• Impairments were being labelled under the categories of being ‘handicapped’, ‘impaired’ and ‘disabled’.

infirm, incapacity, incapacitated, incurable, invalid, backward, defective, cripple, deaf, dumb, maimed, spastic, unfortunate, mentally handicapped, suffering from impairment of hearing, partially disabled, visually partially sighted

1960s • Strong influence from the medical model of disability as impairments were being labelled and specified in acuteness; disabled people were being segregated as a specific group of people and there was a focus on specifying different levels of intellectual disability.

disabled, handicapped, invalids, incapacitated, physically handicapped, blind, deaf, dumb, partially blind, confinement to a wheelchair, paraplegic, spastic, crippled, the badly crippled, the disabled, the handicapped, the mentally handicapped, the

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• For the first time, in the late 1960s, there was reference to the term ‘special needs’ since there were discussions on rehabilitating, training persons with disabilities.

• Charity-based perspective towards disability.

physically handicapped, the blind, the deaf, mentally retarded, mentally abnormal, mentally sub-normal, mental deficiency, the educationally subnormal, the severely subnormal, mental subnormality, mentally disabled, retarded and mentally handicapped, special needs, less fortunate brethren, our less fortunate neighbours/people

1970s • The term ‘disabled’ was used to replace the term ‘handicapped’. Disabled people were still categorised and labels clearly explained the medical condition and the deficit of the person. The medical approach to disability was evident as in the term ‘wheel-chair cases’.

• A charity-based approach towards disability was evident.

• The term ‘special needs’ was used again but in 1974, there was also the addition of the word ‘with’ as in ‘with special needs’. Incidentally, in 1974, there was the beginning of The Union of the Physically Impaired Against Segregation [UPIAS].

disabled, disability, physically disabled, mentally handicapped, physically handicapped, visually handicapped and handicapped persons, the disabled, the handicapped, hearing defects, invalid, educationally subnormal, mentally retarded, mentally subnormal, unsound mind, mentally crippled, profoundly retarded, retarded, the retarded, severely retarded, incapacitated, mentally disordered, blind, deaf, wheel-chair cases, unfortunate, less fortunate brethren, angels, special needs, with special needs

1980s • An increased used of the term ‘handicapped’ than ‘disabled’. The medical classification of impairment was socially widely accepted as well as segregating disabled persons as minority separate groups. Oppression towards disabled persons was widespread.

• There was insecurity in using the more appropriate term between ‘handicapped’ and ‘disabled’ as in the term ‘disabled persons with mental handicaps’. There was an influence of the social model of disability with the use of more socially accepted terms. There was a shift in referring to

mentally handicapped, the handicapped, visually handicapped, handicapped by blindness. handicapped by deafness, handicapped by mental disorders, physically handicapped, psychologically handicapped, mental handicap, physical handicap, sensory handicap, the disabled, physically disabled, severely disabled, emotionally disabled, mentally disabled, orthopedically disabled, birth abnormalities, blind, dumb, deaf, mutes, the blind, the deaf, crippled by polio, Down’s Syndrome, dwarfs,

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the person according to the medical category to a person first reference ‘person/s with’ or ‘people with’ a specific impairment. The term ‘wheelchair user’ was introduced.

• The term ‘special needs’ was used in terms of integration of disabled children with ‘normal’ children. The educational connotation was felt.

hunchbacks, Mongols, mongoloid child, dyslexia or word-blindness, the paralysed, spastic, Down’s Syndrome sufferers, haemophiliacs, muscular dystrophy sufferers, the schizophrenic, wheelchair case, average, dull, cripple, defective hearing, educationally subnormal children, poor eyesight, who are emotionally unstable, who show anti-social behaviour, disabled persons with physical handicap, hard of hearing, children with Down’s Syndrome, partially sighted, visually impaired, with disabilities, impaired, wheelchair-user, children with severe speech defects, with chronic ailment, with epilepsy, with serious infectious diseases, with disabilities, with handicaps, children experiencing specific learning difficulties hearing impaired, special children, special needs

1990s • Interchangeable use of the terms ‘disabled’ and ‘handicapped’. There was a trend in trying to use appropriate nomenclature. Terms that adhered to the medical model of disability and the social model of disability were used. Such words included the terms ‘impairment’, ‘disability’ and ‘with a disability’.

• The terms ‘special needs’, ‘with special needs’ and ‘with special educational needs’ were used with particular reference to the educational sectors.

• During fundraising, there was a charity-based approach to disability.

disabled, handicapped, the handicapped, confined to a wheelchair, deaf, mentally handicapped, physical handicapped, sensory handicapped, slightly retarded, wheelchair bound, those people, handicappism, ineducable, unsighted deaf, mental impairment, sensorial impairment, physical impairment, physical disability, sensorial disability, mental disability, ‘with learning difficulties, with special needs, wheelchair user, impaired hearing, with Down’s syndrome, visually impaired, developmental disability, hard of hearing, intellectual disability, persons with disability, persons with a disability, severe physical

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disabilities, specially-abled persons, special needs, with special needs, with special educational needs, less fortunate

2000-2010

• There has been a drastic shift towards the social model of disability. Various bodies both governmental and non-governmental worked hard towards following the principles of the social model of disability.

• The term ‘handicapped’ drastically reduced its popularity while the term ‘disabled’ increased its popularity. Even the National Commission had changed its name to ‘National Commission Persons with Disability’ from ‘National Commission for the Handicapped’.

• More terms that reflected the social model of disability were used. The use of the term ‘people with disability/ies’ was accepted. There was also the introduction of the terms ‘impairment’ and ‘challenged’ as well as the phrase ‘persons who have an impairment’. However, disabled persons were still being considered as a minority oppressed grouped as they were penned as ‘the disabled’.

• The use of the term ‘special needs’ was still related to education.

• The publication of ‘Disability and its portrayal in the media – a code of practice’ by the Commission for Persons with Disability in 2007 aimed at educating the public on appropriate disability discourse in the media.

handicapped, disabled, the disabled, disabled persons and people with disability/ies, mental disability, physical disability, physically disabled, wheelchair user, with learning difficulties, a person with arthritis, with Down’s Syndrome, someone who has, persons who have an impairment, with impairment, hearing impairment, the hearing impaired, visually impaired, with a visual impairment, the visually impaired, cognitive impairment, impairment of cognitive ability, intellectually impaired, intellectual impairment, mental impairment, intellectual disability, physical impairment, sensory impairment, visually challenged, special needs, special education needs, with special needs

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2.7 Conclusion

In Malta, while advancements in inclusive education have been recorded,

further investment in creating a sustainable inclusive education system from

pre-primary level onwards are essential. Research that is cited in this chapter

indicates that it is paramount that disabled persons are involved as they have

first-hand experience of the disabling and enabling elements that exist in the

educational system. Disabled young adults need diverse assistance to receive

an equitable quality education. Improved standards in education would help all

students in reaching their full learning potential and would promote social

development. The principles of Universal Design for Learning address the

environmental, social and educational disabling barriers and it can create an

equitable and accessible educational structure that support the principles of the

social model of disability and the right of education that every individual has.

In contributing to international efforts in generating knowledge about the

phenomenon of inclusive education and in filling a gap in research about

inclusive education at further and higher education in Malta, the validity of this

study is justified. As Delamont (2006) argues, “the negative findings frame the

argument for this research” (p. 21). The next two chapters discuss the

methodology employed in this study.

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Chapter 3 Methodology: The epistemological

framework

3.1 Introduction

The conceptual map of the methodology is discussed in two chapters that

build upon each other. This chapter addresses the philosophical notions while

the next explains the issues related to the realisation of the research project

such as ethics, sampling, implementation of research procedures and data

analysis. These two chapters tackle the three research questions from a

theoretical perspective. The methodology of this inquiry stemmed from a need

to explore uncertainty which as Mercieca and Mercieca (2013) argue,

“educational research allows for, and indeed works with, uncertainty in method,

so that we go through the process of learning to see what we previously learnt

was ‘unseeable’” (p. 232). The research methods employed were selected with

a premise to explore the ‘unseeable’ and to experience a state of becoming as

a researcher since as Mercieca and Mercieca (2013) maintain, “a method

should then be a process to engage with the other, and not create, order and

code the other. Even more than this, it is research where all are becoming,

becoming-other, becoming-researched” (p. 237).

This chapter explains the transdisciplinary approach of this study and

discusses the utilisation of the social model of disability in research. It further

elucidates how pragmatism was used as an underlying theoretical platform for

researching experience. The mixed methods research design is also explained

followed by a discussion on how the interpretive frameworks of critical realism,

poststructuralism and critical disability theory enabled me to understand the

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multi-dimensional aspects of the phenomenon under study. Lastly, the chapter

explains how a quantitative research approach, phenomenology and

narratology were used to understand the patterns and meanings of inclusive

education to answer the research questions.

3.2 The transdisciplinary approach

The research design stemmed from a mostly interpretive paradigm where

the central endeavour was to understand the subjective world of human

experience with particular concern for the individual (Cohen, Manion &

Morrison, 2010). Barnes et al., (2008) explain that in seeking a new approach

for disability research, Mike Oliver advocated for “an approach which

emphasises the role of research in promoting the interests of ‘oppressed’

groups” (p. 215). This approach has been called ‘critical social research’ which

involves critical inquiry, praxis or emancipatory research. Barnes and Mercer

(2011) argue that, “the task of critical disability research is to examine the

character and extent of social exclusion and disadvantages facing disabled

people” (p. 33). To explore and understand the disadvantages faced by

disabled students, in this study, while the voices of disabled persons were kept

at the centre of the debate, other stakeholders related to inclusive education,

further and higher education and the disability sector were involved. Such an

approach was utilised to understand the inward and outward relationship of

disabled people with the school community and society as represented in Urie

Bronfenbrenner’s Ecological Systems Theory which is illustrated in Figure 1. It

consists of five types of nested systems (Bronfenbrenner, 1994).

At the epicentre of Bronfenbrenner’s taxonomy (Bronfenbrenner, 1994,

pp. 39-40) there is the “microsystem” that includes “pattern of activities, social

roles, and interpersonal relations” that a person experiences in settings with

specific physical, social and symbolic aspects such as “family, school, peer

group, and workplace.” The “mesosystem” consists of “the linkages and

processes taking place between two or more settings” that a developing person

lives in or the “system of microsystems.” The “exosystem” comprises “the

linkages and processes taking place between two or more settings” whereby

the developing person is not directly involved in at least one of the settings.

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The “macrosystem” incorporates “the overarching pattern of micro-, meso-, and

exosytems characteristic of a given culture or subculture.” The “chronosystem”

adds in the evolution of the external systems over time.

Figure 1. Bronfenbrenner’s Bio-Ecological Systems Model. Image is extracted from “Youth Ministry is Holistic” by J. Myers, (2011).

Bronfenbrenner’s Ecological theory was also used to highlight the value

of social capital in developing quality inclusive education. As Field (2010) sums

up, the theory of social capital underlines that a series of networks are used to

connect people. Common values are shared amongst members “to the extent

that these networks constitute a resource, they may be seen as forming a kind

of capital” (ibid., p. 1). Bourdieu and Passeron (2000) sustain that the strength

of a “pedagogic agency” is the weight it upholds in the structure of power

relations between the groups or classes making up the social formation (p. 7).

In understanding the relationships between different stakeholders and their

impact on inclusive education, I developed an epistemological framework.

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Considering the nature of this study, I chose pragmatism to be the underlying

worldview to guide me in my plan of action and reflections.

3.3 The philosophical scaffolds that position this

research

As suggested by Creswell (2007), it is necessary to explain my

philosophical assumptions regarding the phenomenon of inclusive education

of disabled young persons. The ontological assumptions about the nature of

reality were based on the argument that multiple realities of disabled and non-

disabled persons helped me to understand the complexity of the phenomenon.

The epistemological assumptions enabled me to question how I would study

the knowledge embedded in the phenomenon. Thus, to reflect upon the

phenomenon, distant and objective as well as subjective and closer

collaborative relationships were developed according to the type of research

approach participants were involved in.

Through a process of reflexivity about the enabling and disabling factors

of inclusive education, I was instilled to develop this research project that

envisaged critical transformation in the implementation of inclusive education

that fosters democracy, social justice, social cohesion and human rights.

Through reflection upon my positionality during the research process, I

experienced growth and transformation. As an educator, I realised how the

relationship that my students and I developed had a mutual impact on a

personal and academic level. As a researcher, I recognised the value of

developing sound relationships with the participants based on dialogue and

collaboration. These aspects helped me to understand Delamont’s (2006)

argument that:

Reflexivity is a social scientific variety of self-consciousness. It means that the researcher recognises and glories in the endless cycle of interactions and perceptions which characterise relationships with other human beings. Research is a series of interactions, and good research is highly turned to the interrelationship of the investigator with the respondents. (p. 8)

The genre of this study in the fields of social sciences, education and

critical disability studies influenced my rhetorical assumptions. Making

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information accessible was a priority. Therefore, diverse modes of

communication such as verbal, sign, virtual and print were utilised. Considering

that I teach in one of the participating education institutions, and I embarked on

this participatory research project with the aim to develop academically and

collect data to improve the lived experiences of disabled young persons, my

position in this research was not neutral. Thus, I chose to use the word “I” to

underline my participation in the research process. The methodological

assumptions indicated the research process where I did not seek to develop

generalisations, but aimed to describe, understand and interpret the context of

the study at a given time.

3.4 Pragmatism: A theoretical platform for researching

experience

Throughout this inquiry, I reflected upon the nature of everyday, taken-

for-granted experiences to resolve uncertainty of what difference would it make

to disabled young people if one acts in this way rather than another (Morgan,

2014, p. 28). Human experiences and their consequences in enabling or

disabling inclusive education within the paradigm of further and higher

education were at the core of this inquiry as the meaning of human experience:

Resides neither exclusively in the objective real world nor exclusively in the internal mind of the knower but rather in their interaction or transaction. Moreover, the truth of this meaning is enacted in the consequences of the interaction itself. Truth or knowledge is thus contextual, temporal, and related to action. (Greene, 2007, p. 84)

Based on a pragmatic approach to ontology deriving from Dewey’s theory

of experience, this study stemmed from the rationale that the work of

philosophy is confined to and based on actual experience at a given time

(Dewey, 1938). Thus, the social nature of the inquiry and the impetus to seek

answers from different key participants based on their experiences steered me

to select pragmatism as the overarching worldview as the all-embracing

theoretical stance from where knowledge is developed (Morgan, 2014). This

pragmatic worldview represented my set of beliefs, guided my plan of action

and provided a conceptual framework through which this inquiry needs to be

viewed (Creswell, 2007). As indicated in chapter 1, the choice of pragmatism

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was considered appropriate as it revolves on the claim that Dewey’s pragmatic

philosophy connects knowledge and action that emanate from a practical angle

especially in the educational field (Biesta & Burbules, 2003). Moreover,

Albrecht (2008) claims that pragmatists and neo-pragmatists exert influence on

contemporary sociology and disability studies. In this research project, I

collected data that guided me to propose recommendations that are practical

to sustain the implementation of the local inclusive education policy. In the long-

term, it is envisaged that the experience of inclusive education at further and

higher education of disabled persons would be improved.

Dewey and his pragmatic theory of experience imply reflection on the

“interaction between elements of human nature and the environment, natural

and social” (Biesta & Burbules, 2003, p. 10). In exploring the ontology of lived

experiences investigated in this study, different stakeholders who have first-

hand experience of disability and inclusive education at further and higher

education were considered knowledgeable about these phenomena. Their

participation was sought to generate knowledge and to reflect about the

democratic aspect of this inquiry which supports Dewey’s argument that:

Every individual must be consulted in such a way, actively not passively, that he himself becomes a part of the process of authority, of the process of social control; that his needs and wants have a chance to be registered in a way where they count in determining social policy. (Boydston, 2008a, p. 295)

This democratic interaction aimed to develop growth amongst participants

and myself as “education is a constant reorganizing or reconstructing of

experience” which is fluid and continuous (Dewey, 1930, p. 89; Dewey, 1938).

I argue that critical reflection on experiences develops the constructs of self-

efficacy and confidence in deconstructing more complex experiences, and in

renewing the self and the environment. In fact, Van Dinther, Dochy and Segers

(2011) explain that “self-reflection is a form of self-referent thinking with which

people evaluate and modify their own thoughts and behaviour” (p. 96) and

“research findings point out that self-efficacy plays a predicting and mediating

role in relation to students’ achievements, motivation and learning” (p. 97).

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In the context of inclusive education at further and higher education, it is

essential to reflect on the experience of social, educational and environmental

disabling barriers and enabling factors as, as Dewey (1930) reiterates, “such

reflection upon experience gives rise to a distinction between what we

experience (the experienced) and the experiencing – the how” (p. 196). The

recognition that individuals experience different things in a unique way

propagates democratic values. Portelli (2012) also argues that democracy in

its very nature deals “with substantive differences in a humane manner” and

due to this fact, it is related to cosmopolitanism as citizens are called to respond

in consistent ways to the inert dignity and diversity of human beings (p. 10).

According to Biesta and Burbules (2003), pragmatism in educational

research is a resource for reflection as it is a “way of un-thinking certain false

dichotomies, certain assumptions, certain traditional practices and ways of

doing things, and in this it can open up new possibilities for thought” (p. 114).

However, in criticising pragmatism, Scott (2010) argues that in judging a piece

of social research, its aptness cannot be determined by its practical

considerations. Otherwise understanding and ordering the world would take

precedence over other alternatives like exploring the truth about reality. Thus,

in generating evidence based research, I chose a research design that involved

different stakeholders and research procedures.

3.5 Research Design: Mixed Methods Research

The inquiry focused on whether the present educational system is

accommodating diverse learners. Its primary aim was to improve the lived

experiences of disabled young persons and the milieu of further and higher

education at policy-making level. To achieve this, there was great concern in

being “pluralistic”, “real-world practice oriented” (Creswell & Plano Clark, 2011,

p. 41) and employ a “what works” approach (Creswell, 2007, p. 22). Following

the guidelines of Cherryholmes (1992) and Creswell (2007, p. 23), I decided

that as a pragmatist, I “do not see the world as absolute unity” and as such, I

was “not committed to any one system of philosophy and reality” and I was

“free” to choose the methods, techniques, and procedures of research that best

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meet the needs and purposes” at hand. The consequence of this research

approach was a means to understand “what” should be done to improve the

local situation and “how” it could be done (Creswell, 2007, p. 23). When these

factors were contrasted to the research questions as suggested by Tashakkori

and Teddlie (2010), a mixed methods research (also known as MMR) emerged

as the most appropriate research methodology to collect data. Klingner and

Boardnnan (2011) believe that researchers should go “beyond mixed methods

and a pragmatist stance to embrace a sociocultural perspective. A mixed-

methods paradigm allows the space and flexibility to do this” (p. 216). Long

(2017) also maintains that “in mixed methods research in education,

pragmatism is the most popular paradigm and has been espoused by many

mixed methods scholars” (p. 205).

Mixed methods research is applicable to a variety of disciplines in the

social and health sciences (Creswell & Plano Clark, 2011). Pragmatism is

typically associated with mixed methods research (Greene, 2007; Teddlie &

Tashakkori, 2010; Creswell & Plano Clark, 2011; Morgan, 2014). This is so

because “mixed methods research is ‘practical’, in the sense that the

researcher is free to use all methods possible to address a research problem”

(Creswell & Plano Clark, 2011, p. 41). Similarly, Tashakkori and Teddlie (2010)

argue that the main characteristic of mixed methods research is “an emphasis

on diversity at all levels of the research enterprise” (p. 809). They also state

that pragmatism is the most popular paradigm for many practitioners of mixed

methods research where “mixing at multiple levels is welcomed and not

intrinsically problematic” (Greene, 2007, p. 166). In this inquiry, mixed methods

research enabled me to answer the research questions while remaining faithful

to the pragmatist paradigm. According to Greene (2007), pragmatism offers an

“immediate and useful middle position philosophically and methodologically”

(p. 84). Greene (2007) adds that this is particularly applicable when adopting

Deweyan pragmatism in educational research where:

Ideas about social inquiry are rooted in his transactional or relational view of knowledge or understanding. The meaning of human experience, that is, resides neither exclusively in the objective real world nor exclusively in the internal mind of the knower, but rather in their interaction or transaction. Moreover, the truth of this meaning is enacted in the consequences of the interaction itself. (p. 84)

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The strengths in using mixed methods research are described by

Creswell and Plano Clark (2011). Mixed methods research is helpful in

understanding research problems and the strength of one method may

counterbalance the weaknesses of the other. Through mixed methods

research, evidence was gathered to answer the research questions that

required different types of data. However, mixed methods research is criticised

for the costs and the time employed in conducting it, the unrealistic

expectations regarding a researcher’s competence in both qualitative and

quantitative research methodology and about the complexity of examining the

issues from different perspectives or worldviews (Tashakkori & Teddlie, 2010).

Thus, as indicated in chapter 1, section 1.3, to deal with the complexity of data

gathered, I chose a “convergent parallel design” as this permitted me to collect

data by employing different research procedures in ways that were

independent from one another. The “independent level of interaction” of the

“convergent parallel design” represented as Quan + QUAL (quantitative and

qualitative strands with capital letters for the qualitative component to show the

dominant research tools) was essential to collect and analyse data at

“concurrent timing” and bring the complementary findings together at

interpretation stage (Creswell & Plano Clark, 2011, pp. 64-69; Teddlie &

Tashakkori, 2010, p. 143; Morgan, 2014, p. 67). Keeping separate results for

each research instrument was essential to determine their “degree of

convergence” (Morgan, 2014, p. 69). At discussion stage, the integration or

“mix” of the converging partial view of findings increased the validity of the study

at the time it was carried out (Wertz et al., 2011, p.81).

In this inquiry, I sought a consensus between the Quan (quantitative) part

that represents a realist approach to research and the QUAL (qualitative)

component. They were not considered “incommensurate”, but as mutually

relevant and functioned in the same social world to respond to the research

questions (Morgan, 2014, p. 40). This plan of action complemented the

pragmatic worldview that exhibits a continuum of a deductive-inductive

research cycle in this study (Teddlie & Tashakkori, 2010) that evolved

“warranted beliefs” about the actions and consequences of inclusive education

at further and higher education that are demarcated by the Maltese cultural and

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historical context (Morgan, 2014, p.7). The combination of mixed methods

research offset the weaknesses of each research instrument as data was

triangulated or cross-validated critically and dialectically by means of another

research procedure (Teddlie & Tashakkori, 2010; Morgan, 2014). Leaving one

out would have limited the rigour of the study. By mixing the data, divergent

views were voiced which led to a more accurate, complementary and sufficient

evidence to respond the research questions set forth in the beginning of the

research project (Teddlie & Tashakkori, 2010).

A predetermined fashion of the research approaches as instructed in a

“fixed mixed methods design” (Creswell & Plano Clark, 2011, p. 54) guided the

plan of action for this inquiry. However, as indicated in chapter 1, section 1.3,

since I chose the research procedures and the data to be interpreted, the

sample per stakeholder was small, and the inquiry was carried out within a time

frame, the results encompass fallibility and demonstrate transitory relationships

between variables (Teddlie & Tashakkori, 2010). Results are also fallible due

to the transient meanings of actions and shared beliefs as a product of ongoing

changing lived experiences (Morgan, 2014). To obtain a better insight and to

understand the meanings of this multi-tiered and multi-disciplinary research,

different interpretive theoretical frameworks were employed. As suggested by

Creswell (2007), these interpretive frameworks operated at a lower level than

pragmatism meaning that they were applied in the methodological aspect of

this research.

3.6 The interpretive frameworks

This section is split into three parts and discusses the use of the

interpretive frameworks of critical realism, poststructuralism and critical

disability theory in this study. While recognising that each interpretive

framework encompasses extensive philosophical meanings and theories, in

this inquiry, to build my boundaries and to remain focused on the research

questions, I picked up specific ideas that I regarded useful to understand the

phenomenon under study. Thus, when referring to critical disability theory, I

focused mostly on the notion of the lived experience of dis/ablement of inclusive

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education which is constructed by the embodied impairment and the social and

political pressures created by society. With regard to critical realism, I narrowed

my arguments on the examination of the natural/physical and social reality built

on circumstances that are socially produced as experienced by disabled young

persons within further and higher education institutions. As regards

poststructuralism, I concentrated on analysing discourse to extract hidden

messages from different means of communication that shape discourse about

the inclusion of the ‘other’ and possible multiple identities of disabled people

living the experience of further and higher education. As explained in chapter

1, section 1.3, to connect the three interpretive frameworks, particularly in

building arguments for the discussion of the findings in chapter 8, critical

disability theory was employed in conjunction with the two other interpretive

frameworks to analyse the experience of disability and how disabled young

people are included or excluded in educational settings.

3.6.1 Using critical disability theory to investigate the experiences

of dis/ablement of young persons

In this inquiry, disabled persons were considered as a “resource for

thinking about fundamental democratic principles such as inclusiveness and

participation” within educational contexts (Siebers, 2011, p. 93). The

participants’ oral stories created an opportunity where the impact of

embodiment could be examined by exploring to what extent and in what ways

impairment and social disabling barriers affected daily activity and constituted

disability (ibid.). Titchkosky (2006) considers that the experience of disability is

a social inquiry as it extrapolates how a culture includes/excludes disabled

persons in daily matters. Azzopardi (2008) contends that “disability is

constantly being placed on the fringes of society where tolerance is a rare

ingredient” (p. 115). Therefore, a pro-inclusion culture becomes part of a wider

responsibility towards social equality and citizenship by developing

opportunities to build self-esteem and confidence (Barnes & Mercer, 2011).

According to Rioux (2008) “citizenship presumes equality between citizens, as

well as equality in the way in which the state operates in relation to individuals”

(p. 217). For Michalko (2002), disability is within our communities. Thus, the

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struggle is about how to mainstream disability to increase social inclusion and

to foster agency among disabled persons.

Reaume (2014) explains that “critical disability studies view disability as

both a lived reality in which the experiences of people with disabilities are

central to interpreting their place in the world, and as a social and political

definition based on societal power relations” (p. 1248). Thus, the inclusion of

disabled young persons has political, economic and social assumptions in

terms of the service a citizen can give to society. It is debated that the

participation of disabled students in further and higher education institutions

would create a more valid representation of job placements in the general

labour market (Hurst, 1999; Jones & Hopkins, 2003). Kagan, Burton, Duckett,

Lawthom and Siddiquee (2011) explain that, “being excluded from economic,

social and political life can have adverse effects on individuals and communities

alike” (p. 56). Thus, the culture that is propagated at a given time affects the

wellbeing of individuals and sustainability of a community. Riddell et al. (2005)

argue that “disabled students pose particular challenges to higher education

not only in terms of gaining physical access to buildings, but also in relation to

much broader access issues concerning the curriculum, teaching and learning

and assessment” (p. 4). Nonetheless, inclusion should not be addressed as a

matter that causes a financial burden and where individuals strive to cope with

the challenges, but as opportunities for our society to value diversity and to

honour the rights of individuals (Powell, 2003).

A culture of pro-inclusion of disabled people should be one that values

“freedom within the community”, “responds energetically to diversity” and

where there is “interdependence in which one strives for individual needs

alongside communitarian needs” (Goodley, 2011, p. 151). This concept

integrates Brisenden’s (2005) advice for agency where as a community we

should ask how we can assist a person in gaining independence without taking

the right to control one’s decisions. Inclusive education within educational

institutions provides terrain for developing a pro-inclusion culture that has the

potential to have an emancipatory impact on society particularly when young

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people would transfer the learned culture within mainstream society. Azzopardi

(2007) contends that:

Education reflects the struggle of a community of citizens. ‘Inclusion’ is one vital factor which brings this conflict at the forefront based on the principle of social integrity. (p. 18)

For social inclusion to be implemented, it is essential to open the brackets

of normalisation of what is socially accepted and understood. Otherwise, a

proportion of society would be excluded and oppressed due to their difference

and otherness to what is socially stipulated as normal. Thus, the challenges of

inclusion and disability discourse need to be discussed from the perspective of

politics of dis/ablement that position the “cultural representations and

discursive positionings of bodies” within the normalisation debate (Thomas,

2008, p. 45). This debate is affected by the propensity that the dis/ablement is

caused by society or by the natural factors of an impairment.

The participation of disabled persons in this research challenged the

cultural and social influences on the “politics of difference” (Borsay, 2008, p.

210), the politics of “valued and devalued identities” (ibid., p. 92) and the role

of “persons with impaired bodies” in further and higher education institutions

(ibid., p. 85). The dialectic argument between ‘disability’ and ‘impairment’ and

how they are experienced by the “embodied subject” in the social context is

politically debatable in inclusive education as it creates a type of reality than

another (Albrecht, 2008, p. 28). The interpretation of such reality is influenced

by the social constructionist analysis of the body (Barnes et al., 2008) or how

the body operates in the world at the locus of the corporeal and institutional

(Goodley, 2011). Shakespeare (2006-b) argues that, “it is the interaction of

individual bodies and social environments which produces disability” (p. 201).

Therefore, the political inventiveness of inclusion should consider the holistic

experience of dis/ablement. This includes the dualistic political stance whether

dis/ablement should be considered as a social construct of and/or from a

personal impairment perspective (Hughes, 2008). The political tensions

reinforce the argument that the historical shift from a functionalist to a capitalist

dimension has shaped the social oppression of disabled people and the way

embodiment is understood (Borsay, 2008).

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3.6.2 Using critical realism to examine physical and social reality

Shipway (2011) explains that Bhaskar’s social agenda of critical realism

is emancipation which moves from oppressive to empowering sources of

determination. Moreover, “CR [critical realism] argues that (in the natural world)

objects and (in the social world) structures and mechanisms exist, that they are

real, and that they are irreducible to simple physical operations or overt

behaviours” (ibid., p. 90). Similarly, Archer (2007) corroborates that “critical

realism accepts the challenge of the ontological difference between physical

and social reality” (p. 190). Bhaskar (2007-a) describes the physical aspect as

the “intransitive” of reality as it is caused by nature. The social aspect is the

“transitive” of reality as it provides evidence of being produced by social

interaction (p. 16). Bhaskar (2007-b) also argues that the movement of

scientific theory consists in conceptualising social life in the experience of social

agents, in relations which they might not be aware of. The explanatory power

of such illumination may come to be “emancipatory” (p. 207). It can be argued

that the realisation of this dialectic relationship between the intransitive and

transitive aspects of reality from the experiences of inclusive education of

disabled young people could have an emancipatory effect on different

stakeholders and for future developments in inclusive education.

To fuse the interpretive frameworks of critical realism and critical disability

theory, as suggested by Greene (2007), during the research process, I

acknowledged the natural/physical world as well as the developing social

relational aspect and the psychological world of the participants. These two

disability domains vary per individual and during one’s life cycle and change

according to the social forces that contribute to disability. The ongoing

transformation influences social representations of disability and the way

disability is experienced by the body (Siebers, 2013). The circumstances in

which experiences are lived are epistemically significant as they indicate that

experiences are also socially produced (Bhaskar, 2007-a). By adopting

Bhaskar’s question, it also follows to problematise, “What properties do

societies possess that might make them possible objects of knowledge for us?”

(Outhwaite, 2007, p. 287). Similarly, what properties does society possess

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regarding inclusive education of disabled people at further and higher

education that make them possible objects of knowledge? The analysis of the

participants’ accounts of their experiences of inclusive education within further

and higher institutions was intended to reveal the natural aspect of human

diversity and how society enables and disables students.

3.6.3 Using poststructuralism to analyse discourse on the ‘other’

and identity

As Peters and Wain (2003) argue, poststructuralism “is best referred to

as a movement of thought – a complex skein of thought – embodying different

forms of critical practice” (p. 61). Thus, this interpretive framework was utilised

to spur my reflections in being more critical of what is significant and relevant

to the research questions. Barnes and Mercer (2011, p. 90) maintain that

poststructuralist approaches require a move away from the emphasis on the

“primacy of material factors in the creation of disability, towards a more

nuanced focus on culture, language and discourse.” This means that

discourse, images and the written text should be deconstructed to unveil hidden

meanings or “binary opposites”, privileges and dualisms (Goodley, 2011, p.

106). Deconstruction enables a researcher to respond to the call of the “other”

to emanate equity and social justice (Trifonas, 1998, p. 106) and query the

nature of the foundation of oppression (Garrison, 2004, p. 98).

Identity is not only a constituent of the self, but also a social one. This

implies that diverse stakeholders within further and higher education

institutions have power and knowledge that could influence disabled young

person’s identity and experience of inclusive education. This argument is

supported by Schroeder (2006) who states that Foucault “suggests that instead

of rational, self-conscious, autonomous subjects, modern individuals are

docile, passive, and normalised – meticulously supervised and controlled by

social institutions” (p. 271). The power and knowledge within further and higher

education institutions and other related entities is also dependent upon the

individuals working or attending them. In fact, Schroeder (2006) explains that

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institutions and concepts change at different rates and in different directions”

and thus reflect Foucault’s element of dispersion (p. 275).

In merging poststructuralism to critical disability studies, I argue that

notions of disability discourse and the type of inclusive/exclusive culture within

further and higher education institutions can be explored by analysing

experiences of dis/ablement. Titchkosky (2006) argues that, “the experience of

disability gives rise to the opportunity to examine how the meaning of people’s

lives is built together with other people” (p. 10). Analysing the meanings that

different stakeholders uphold is valuable as it exposes the socio-cultural

influences, assumptions and perceptions that disabled and non-disabled

people share about disability discourse and inclusive education at further and

higher education. In fact, Titchkosky (2006) explains that:

Disability studies call upon researchers to treat any discursive representation of disability as potentially teaching us something about the organisation of culture and what this kind of culture means for disabled people. (p. 41)

3.7 The research approach to inquiry

To understand and interpret the meanings comprehensively, I positioned

the evidence obtained from different stakeholders within specific approaches

to inquiry. This section explains the research approaches. Phenomenology

and narratology were the selected approaches for the qualitative strand. The

quantitative strand followed a framework that developed from a hypothesis to

the process of operationalisation (Bryman & Cramer, 1995; Corbetta, 2003).

Figure 2 summarises the research design.

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Figure 2. Research design.

3.7.1 Employing quantitative research to detect patterns of

in/exclusion

During the research design, it was considered appropriate to learn about

disabled young persons’ experiences of inclusive education and their

expectations about further education just prior to entering further education,

Research fields: Social sciences, Education, Critical

disability studies

Approach: Mostly interpretive paradigm

Phenomenon: Inclusion of disabled young persons at

further and higher educational levels

Philosophy: The experience of inclusive

education of young persons with physical and sensorial

disabilities

Philosophical assumptions: Ontology, epistemology, axiology,

rhetorical and methodological standpoints

Paradigm that represents researcher’s belief:

Pragmatism

Research design to inquiry: Mixed method

methodology

Theoretical framework: Critical realism,

Poststructuralism, Critical disability theory

Objective approach to inquiry: Quantitative

Subjective approach to inquiry: Qualitative -

Phenomenology Narratology

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that is, secondary level. This transition period was considered important in

consolidating quality inclusive education along different levels of the

educational system. To respect ethical demands and to avoid disrupting the

participants’ lives, a positivist approach was adopted. A quantitative approach

from its stance, form and perspective provided the opportunity to develop new

insights and learning about the complex phenomenon (Greene, 2007). The aim

of utilising quantitative research was to measure patterns of inclusion and

exclusion in secondary schools. Respondents’ response in ticking the

presence/absence of environmental, social and educational enabling/disabling

factors indicated the present situation in a sample of secondary schools and

what levels of in/exclusion respondents were used to. It served as a tool to

expand my understanding of the phenomenon as the findings provided

knowledge that could be triangulated with other research tools (Greene, 2007).

In the quantitative strand, I tested the hypothesis that across the local

secondary schools, there is lack of information about opportunities at further

education and that there are environmental, educational and social disabling

barriers. It was assumed that inclusive education is still considered as

pertaining to individual persons rather than to a school culture of inclusion. To

prove the hypothesis, to adhere to ethical guidelines, to minimise intrusion in

respondents’ lives and to obtain objective feedback, I conducted a survey by

questionnaire (Bryman & Cramer, 1995). This instrument was also used to

identify possible individuals for the narrative inquiry (Greene, 2007). The

instrument was distributed to a purposive sample of disabled young persons

with physical and sensory disabilities, attending the upper two years of

secondary schools across all schools in Malta and Gozo. Since the participants’

cohort was small, I sought patterns, tendencies and frequencies rather than

computed statistical analysis that could have been used for generalisations. I

used the data as a “descriptive” tool to prove the hypothesis (Cohen et al.,

2010, p. 507). Data was analysed by using the frequency distribution method

(Bryman & Cramer, 1995; Cohen et al., 2010).

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3.7.2 Utilising Phenomenology to understand meanings of

in/exclusion

In this social research, I tried to extrapolate meanings of reality from direct

experiences of participants in specific contexts (Cohen et al., 2010). This anti-

positivist approach whereby I was directly involved with data collection directed

me to follow the sociological school of phenomenology which enabled me “to

understand the subjective world of human experience” (ibid., p. 21). To do this,

efforts were made to understand the set of meanings that were gathered by the

sharing of lived experiences at a given time which was meaningful to create

the future (ibid.).

Chan, Fung and Chien (2013) explain that “understanding the

participants’ lived experiences marks phenomenology as based on Husserl’s

philosophical work” (p.1). They add that, phenomenological inquiry uses

bracketing as a methodological device that enables the researchers to put effort

“to put aside their repertoires of knowledge, beliefs, values and experiences in

order to accurately describe participants’ life experiences” (p. 2). According to

Creswell (2007), phenomenologists focus on describing episodes of which

participants are conscious and by collecting the lived experiences of

individuals, I could describe the essence of what the participants had in

common and how they experienced the phenomenon of inclusive education.

Such an approach corresponded to the principles of mixed methods research

by which different types of reality at different levels were interrelated and could

be considered as different pieces of the same puzzle (Johnson & Gray, 2010).

Creswell (2007) suggests that when using phenomenology, data

collection methods could be “primary interviews with individuals, although

documents, observations, and art may also be considered” (p. 79). In this

inquiry, participant observation was utilised to observe the premises of the

participating further and higher education institutions. Although traditionally as

in the case of anthropology participatory observation entails spending long

periods within a community (Kawulich, 2005), for the purpose of this inquiry in

gaining access to the participating further and higher education institutions and

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to familiarise myself with the experiences of in/exclusion of disabled young

persons, a one-time visit per institution was carried out. The participatory

observation was supported with a documentary analysis of mostly online

documents of each further and higher education institution. Interviews were

conducted with disabled ex/students of further and higher education, further

and higher education administrators, higher education academics and

representatives of entities related to inclusive education and the disability

sector. Focus groups with further education lecturers were also organised.

3.7.3 Employing Narratology to interpret lived stories of

in/exclusion

Clandinin and Rosiek (2007, p. 38) argued that a pragmatic approach to

ontology about experience puts “emphasis on the social dimension of our

inquiries and understanding” (p. 41). They associated narrative inquiry to

Dewey’s pragmatic philosophy as “experience is the fundamental ontological

category from which all inquiry – narrative or otherwise – proceeds” (ibid., p.

38). Narratology is a discipline “which takes as its central task the analysis of

stories and narratives. Its prime concern is with literary theory” (Plummer,

2001, p. 186). This factor coalesced with the rationale of this research to elicit

stories of experiences of in/exclusion from disabled young persons within

further and higher education institutions. Cousin (2009) suggests that “narrative

inquiry is particularly useful if you want to know something about how people

make sense of their lives through the selective stories they tell about

noteworthy episodes” (p. 93). Thus, the validity of the story should be valued

more for the rich and insightful data that it provides rather than its

representativeness. This argument is supported by Plummer (2001) who

argues that in life history research “insights, understandings, appreciation,

intimate familiarity are the goals and not ‘facts’, explanations or

generalisations” (p. 153). Creswell (2007) suggests that in narrative research,

suitable data collection forms are “primary interviews and documents” (p. 78).

In this study, the narratology approach was implemented by conducting

interviews with four individuals over a period of two years with an interval of

approximately three months.

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Each story was developed independently of another, but then the analysis

of the common themes that were discussed during the in-depth interviews were

coalesced to derive the meanings that answer the research questions. In

adopting Plummer’s (2001) elements of narrative, the texts were analysed for

key elements that shaped the lived stories to elicit meaning and interpretation

of the experience of inclusive education of disabled young persons at further

and higher education and eventually reconstruct my own version of the story.

Plummer (2001, p. 187) explains that life stories usually comprise seven key

elements namely “story, plot, characters, themes, poetics, genres and points

of view.” Story is the basic story that is told by the participant. Plots are the

dynamic tensions in a story that add momentum and make the story develop.

Characters are the people the story is about and usually there is a protagonist

and other sub-characters. Closely linked to the plots there are the themes and

story lines that organise the text which at times are recurrent. Poetics are the

systematic study of the story. Plots, characters and themes merged together

develop patterns, types and structures of stories (such as tragic or comic) which

create genres. Points of view include the language rules that give speech a

sense of time and coherence. Metaphors and irony for instance also

substantiate an account with “textuality” (ibid., p. 190) so that the account is not

just facts, but is infused with historical and social influences.

3.8 Conclusion

In this chapter, I discussed the philosophical underpinnings of the

research methodology. The chapter explained how the interpretive frameworks

of critical realism, poststructuralism and critical disability theory with the

paradigm of pragmatism at its base were employed. Narratology and

phenomenology were the chosen research approaches to investigate the lived

experiences of inclusive education from a subjective viewpoint while a survey

by questionnaire was chosen for the strand that entailed an objective approach.

To build on this chapter, the next chapter discusses the research procedures

that were implemented and examines the ethical issues dealt with in designing

and implementing the research process.

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66

Chapter 4 Methodology: Designing the roadmap

4.1 Introduction

During data collection and analysis, the research methods enabled me to

undergo a process of “epistemological reflexivity” where I used to question my

assumptions and perceptions about the notions of disability and inclusive

education (Pietkiewicz & Smith, 2014, p. 7). I became more conscious and

sensitive to the pedagogies that I used in class. The research process also

increased my confidence in questioning the status quo while the research

procedures enabled me to develop social capital in terms of getting to know

individuals who are related to the fields of disability and inclusive education.

The collaborative relationship that was developed made it easier for me to

forward suggestions or refer colleagues and friends to key people involved in

the disability and inclusive education sectors in Malta.

Data collection and analysis were used as means of communication

between what was said by the participants and what will be said in an

interpretive way to the local and international community. This was crucial as:

Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication. There is more than a verbal tie between the words common, community, and communication. (Dewey,1930, p. 5)

The research procedures were used as tools to explore the experience of

inclusive education of disabled persons, academics, administrators of further

and higher education institutions, educators teaching at further education

institutions and representatives of entities related to the sectors of inclusive

education and disability (Cousin, 2009). Although data collection was carried

out between 2012-2015, the validity of the data is high because there were no

Chapter 4

67

changes in the educational system at further and higher education. The

research procedures were designed to generate knowledge that responded to

the three research questions as identified in Chapter 1 whereby the first

research question focuses on how the social model of disability can eradicate

the environmental, social and educational barriers and enable inclusive

education at secondary, further and higher education institutions in Malta. The

second addresses the experiences of inclusion in further and higher education

institutions and during the transition between further and higher education

levels. The third research question problematises what we can learn about the

quality of inclusive education at further and higher education from the analysis

of the stories of disabled young persons amongst others. This chapter presents

my research approach which was bound with ethical responsibilities. It explains

the planning, execution and analysis of the research methods. Additionally, it

discusses the sample of participants and how I maintained access.

4.2 My approach towards this research

In discussing the research methodology, I need to define my position and

examine the theoretical concepts (Cousin, 2009). In their argument about the

way academics organise power to reach the community, Kagan et al. (2011)

recommended the “scholar-activist” approach where through my intervention,

the community was given the opportunity to suggest improvements (p. 322).

Murray (2010) explains that this approach is quite overt in its values such as

“being concerned with social justice, concerned for minorities and the excluded,

and with challenging various forms of social oppression” (p. 41). The concept

of reflexivity was critical at all stages of the research process. Cousin (2009)

advises that when a researcher embeds reflexivity into research, the insightful

account would generate trustworthiness.

Abberley (1999) argues that, “disabled people have inhabited a cultural,

political and intellectual world from whose making they have been excluded

and in which they have been relevant only as problems” (p. 77). Since in this

social inquiry, I adopted a standpoint that sides to disabled persons, it directed

to the development of “empathetic interviewing” which according to Fontana

Chapter 4

68

and Frey (2008), “the interviewer becomes an advocate and partner in the

study, hoping to be able to use the results to advocate social policies and

ameliorate the conditions of the interviewee” (p. 117). This supported the

inclusive approach of this research where through dialogue and collaboration,

disabled participants were key in understanding the phenomenon under study.

Goodley and Lawthom (2008) and Goodley (2011) advocate that researchers

in disability studies should ensure that disabled people are included and that

the research is accountable to disabled people. As argued by Kagan et al.

(2011), the notion of being at times within an “insider-outsider dimension” and

at other times an “insider” is ethically contentious (p. 77). In this inquiry, such

positions exposed the “public and private face” of the institutions (ibid., p. 77).

During my visits to the participating further and higher education institutions, I

kept in mind that the messages that are conveyed to the public are often

different from the understandings, interests and social relations insiders hold of

community life (ibid.). Thus, to develop and maintain trust and be ethically

correct, when I visited the further education institution I am employed at and

the other institutions, I always expressed whether I was acting in the capacity

of a researcher or a lecturer. Being an insider in terms of having experience in

teaching at further and higher education helped me to understand certain

policies and practices. Conversely, being an outsider to the administrative part

of institutions enabled me to remain inquisitive and question the status quo.

4.3 Designing the mixed methods research

As informed by Teddlie and Tashakkori (2010, pp. 8-11), in this study, I

tried to apply nine characteristics of mixed methods research. The first was

“methodological eclecticism” where research techniques were integrated in a

synergy to investigate the phenomenon of interest. “Paradigm pluralism”

involved the synergy of multiple paradigms to serve as an underlying

philosophy of the study. “An emphasis on diversity at all levels of the research

enterprise” was the third attribute that enabled complex data sources and

analysis to be generated. The outcome of divergent conclusions and inferences

provided greater insight into the complex aspects of the phenomenon. The

fourth characteristic implied that the either-or debate between qualitative and

Chapter 4

69

quantitative paradigms was replaced with continua that encapsulated the

inclusion of a range of methodological options. The fifth feature entailed “an

interactive, cyclical approach to research” while the sixth characteristic enabled

me to focus on the research questions. The seventh factor necessitated that I

followed research designs and analytical processes to set a unique approach

that differs from quantitative and qualitative research. The eighth element

demanded that I find an ideological balance to develop a positive transference

between and across paradigms and to develop cooperation amongst the

quantitative, qualitative and mixed methods research communities. For the last

characteristic, I included visual representation of information to simplify and

communicate the complex interrelationships within the research process.

Drawing on Creswell and Plano Clark’s (2011) work, four key decisions in

choosing an appropriate mixed methods design were identified. These were

“(1) the level of interaction between the strands, (2) the relative priority of the

strands, (3) the timing of the strands, and (4) the procedures for mixing the

strands” (p. 64). To execute the research in an efficient and manageable way,

the ‘signature’ mixed methods research design applied for this study was a

“fixed mixed methods design” where the quantitative and qualitative methods

were predetermined and planned at the beginning of the research process

(Creswell & Plano Clark, 2011, p. 54). The approach was a “dynamic-based

approach” as it concentrated on interrelating diverse components of research

design rather than adhering to an existing typology (ibid., p. 55). In addressing

the research problem, the qualitative and quantitative methods were given

equal priority and the timing or pacing of implementation was concurrent.

Creswell and Plano Clark (2011, p. 77) maintain that the original

conceptualisation of a convergent parallel design was a “triangulation” design

where two different methods were applied to obtain triangulated results. The

purpose of such a design is to gather diverse but complementary information

about a phenomenon, to develop a comprehensive understanding of a

phenomenon and to compare multiple levels within a system (ibid.). The

advantages are that it is an efficient design in data collection during a specific

time. Moreover, the data can be collected and analysed separately and

independently by using the techniques that are traditionally associated with

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70

each research method. On the other hand, it requires effort and expertise to

collect data concurrently and there is a possible consequence of having

different samples and different sample sizes when merging data. It can also be

demanding to merge data in a meaningful way and there is the possibility that

the results from the quantitative and qualitative research do not match and

result in contradictions (ibid.). Based on these insights, Figure 3 summarises

the schemata of the mixed methods research methods whereby the design and

research procedures employed for the quantitative and qualitative strands are

identified. Figures 4 sums up the convergent parallel design and Figure 5

illustrates the phases how the research procedures were implemented.

Figure 3. Schemata of the mixed methods research.

Methodology: Mixed methods

research

Design:Convergent

Parallel Design

Research Procedures: Quantitative

1. Questionnaire among young persons with physical and

sensory disabilities at secondary

schools

Research procedures: Qualitative -

Phenomenology

2. Participatory observation of the

environment at further and higher

education institutions and documentary

analysis

3. Semi-structures interviews with key persons - disabed further and

higher education ex/students, higher education academics, further and higher education administrators

& representatives of entities

4. Focus groups involving educators teaching at further

education institutions

Research Procedures -Qualitative -Narratology

5. Narrative inquiry with young persons with physical and sensory disabilities attending further and

higher education institutions

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71

Figure 4. The Convergent Parallel Design. Adapted from Creswell and Plano Clark (2011, p. 69).

Research Questions

Research Procedures

Analyses Conclusions

1. How can the social model of disability be drawn upon to eradicate the environmental, social and educational barriers and enable inclusive education at secondary, further and higher educational institutions in Malta?

1. Questionnaire

2. Participatory observation – Visits at

further and higher education institutions

and documentary analysis

3. Semi-structured interviews with key

persons

4. Narrative inquiry

5. Focus groups with further education

educators

2. What are the experiences of inclusion of Maltese young persons with physical and sensorial disabilities while attending courses in further and higher educational institutions and during the transition period between further and higher educational levels?

1. Semi-structured interviews with key

persons

2. Narrative inquiry

3. Focus Groups with further education

educators

3. From the paradigm of pragmatism, what can we learn about the quality of inclusive education at further and higher educational levels from the analysis of accounts of disabled young persons, academics, administrators, educators, and representatives of entities in the disability and education sectos?

1. Semi-structured interviews with key

persons

2. Narrative inquiry

3. Focus Groups with further education

educators

Drawing conclusions and interpretations

Analysis of the data obtained from each research instrument.

Comparison of results.

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72

Figure 5. Implementation of the research procedures. Adapted from Creswell and Plano Clark (2011, p. 84).

4.4 Reflecting on ethical matters

Thomas-Hughes (2018, p. 233) sustains that in participatory research

there is complex “mess” in making sense of the challenges and contestations,

but it has the potential to create significant depth and rigour to the research

process. This enrichment during the research process develops as the “messy

area” creates a “forum for the exchange of perceptions and beliefs, a place of

co-construction where strands of knowledge and learning are unearthed and

critiqued” (Cook, 2009, p. 281). In this research a major messy challenge that

I faced was exploring how different stakeholders, both as providers and

users/supporters of inclusive education viewed the quality of inclusive

Step 1

Step 2

Step 3

Step 4

Step 5

Observe disabling/

enabling factors at further and

higher education

institutions by visiting the

institutions. Do documentary

analysis. Analyse results

Plan and distribute

questionnaires to disabled students attending secondary schools. Analyse results

Conduct Narrative

Inquiry with disabled young persons with physical and

sensory impairment at

further and higher

education institutions.

Analyse results

Interview key persons involved in inclusive education and

disability sectors – academics, administrators, disabled

ex/students who attended/are attending further and higher

education institutions, representatives of entities.

Analyse results

Plan and conduct focus groups with

educators teaching at further

education institutions.

Analyse results

Pe

rsona

l refle

ctio

ns a

nd

tran

sfo

rma

tion

Compare results, draw conclusions and interpretations for the

development of a conceptual framework of quality inclusive

education at further and higher education levels

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73

education at further and higher education at the time of data collection. The

arguments that were put forward were conentitious as during our discussions

the participants and myself came to the realisation that lack of standardisation

and transparency for instance, affected the quality of inclusive education as

experienced by disabled students. At the same time, I had to adhere to my

position as a researcher and question the assumptions that I had about the

policies and practices within different further and higher educational

institutions. The “confidentiality” and the “honesty” with which I carried out this

research and analysed its findings were important to build trust between the

participants and myself. Moreover, I was aware of the notions of zero tolerance

to “deception”, “exploitation” and “harm” in my dealings with the participants

(Plummer, 2001, pp. 216-224). Ethical issues posed various sensitive political

tensions that I had to reflect upon to prevent harm and deception to

participants. Two tensions were experienced. The first was the tension of the

individuals’ right to privacy as stated in the procedural aspects dealt with in the

Data Protection Act (Laws of Malta, 2003, Chapter 440) versus the public right

to know. The second was the concern not to damage or harm individuals

against the need to serve the public good (Cohen et al., 2010, p. 126). To

resolve these tensions, during data collection, as recommended by Braun and

Clarke (2013, p. 62), ethical issues that were kept in mind included the need to

maintain privacy and confidentiality, the need to obtain informed consent and

avoid deception as well as the “need for self-determination” to have participants

knowledgeable about the right to withdraw from research. When meeting

disabled participants, I took into consideration the ‘pains’ that the participants’

impairment generates by choosing the date, time and venue that was

accessible to them. To increase trust with participants and gatekeepers and in

making the study more credible, an ethical agenda based on confidentiality and

rigorous approach during the implementation of research methods was salient.

Cousin (2009) states that “a strong ethical framework has a protective function

to researcher and participants alike and it facilitates the belief of gatekeepers

and informants in the appropriate conduct of the research and eventually will

increase the credibility of the report” (p. 17).

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74

Creswell (2007) stressed the importance of “seeking consent, avoiding

the conundrum of deception, maintaining confidentiality and protecting the

anonymity of individuals with whom we speak” (p. 44). In applying these ethical

procedures to research tools, various aspects were considered. Prior to the

approval of the study, the research proposal identified the potential participants

and explained the level of their involvement and their rights. At the same time,

to acquire the approval of the further and higher education administrators, the

Assistant Director for the Directorate for Quality and Standards in Education

and that of the Archbishop’s Delegate for Church Schools, I provided all the

proposed documentation such as the schedules that were going to be used

during the research process. I also answered their questions accordingly and

promised confidentiality and anonymity of participants. Following the approval

of the study, as instructed by the University of Malta Ethics Committee (see

Appendix 1), the questionnaires were disseminated by post or by hand to the

Heads of Schools. Heads of Schools/Principals collaborated with me by posting

my invitation letters to potential participants. Similarly, for the narratives, further

education administrators forwarded my invitation letters to disabled students

who were attending the respective institution. Those interested to participate in

the research were asked to contact me.

The distance between the respondents and myself reduced my influence

on the respondents and so the validity of the research method was increased.

Considering the small size of Malta, confidentiality and anonymity of

respondents were retained. Distance allowed freedom to respondents to

participate on a voluntary basis without feeling intimidated that their identity

might be disclosed. Distance created a level of transparency between myself

and potential participants and safeguarded the potential participants’ right of

withholding information prior to committing themselves to participating in this

research. Moreover, the acquisition of participants’ consent or the parents’

consent in case of minors was sought to safeguard the participants and myself

(Laws of Malta, 1874, Civil Code, CAP. 16, Article 188, Title VI, point 157).

The protocol of “informed consent” demands researchers to provide

potential participants with ample information about the nature of the study,

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expectations, mode of participation, dangers, guarantees and freedom to opt

out of research (Cohen et al., 2010, p. 52). Appendices 1-7 present the protocol

schedules that were utilised during this inquiry. To facilitate comprehension,

the questionnaires as well as the schedules of the interview, narrative inquiry

and focus groups schedules were forwarded in both Maltese and English.

These strategies were aimed at helping potential participants to exercise

agency and take an informed decision whether to participate in this research

or not. Participants were asked to sign a consent form of participation and to

be audio-recorded (Krueger & Casey, 2009). A verbal consent to record the

interview was sought when the interview was conducted online or when the

participants had a visual or physical impairment.

Camilleri Grima (2013) argues that in Malta the “language question” which

has been debated even in curricular discussions and regulations since the mid-

nineteenth century, “in some ways its resonance regarding Maltese and

English extends to this day” (p. 553). Considering this reality of being a bilingual

country, the participants were informed to answer the questions in Maltese or

in English or if they preferred to code-switch between one language and

another. These factors enabled me to become sensitive to ethical correctness

during data collection while being flexible and creative in the method of

obtaining consent and recording the data. Audio-recording facilitated the

development of a fluent dialogue with the participants. I could observe and note

non-verbal cues that the participants exhibited during the conversation which

added insight and meaning to what was being said. The audio-recording also

permitted me to review the recording for misinterpretation or bias at a later

stage during the analysis process (Opie, 2004). However, these advantages

were tied with an ethical responsibility. As a researcher, I was cognisant of the

dialectic tension between power and knowledge. The moral and ethical

obligations of this power troubled me because my motivation in conducting this

research was far from causing harm, abuse and exploitation to participants, but

rather to develop empowerment and agency (Plummer, 2010). Thus, following

the participatory observation, interviews, narrative inquiry meetings and focus

groups sessions, reports/transcriptions were sent to the respective participants

to confirm the accuracy of what was written.

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Most of the data was collected face-to-face. I was cautious in the way I

presented myself as a researcher and in the manner the questions were

presented to preserve and be sensitive to the dignity of participants (Cohen et

al., 2010). This approach was adopted to reflect my ethical responsibilities such

as “personal accountability, caring, the value of individual expressiveness, the

capacity for empathy, and the sharing of emotionality” (Denzin, 2008, p. 463).

During the research process, I valued that the data collected was rich in

humanity and documents of life. Therefore, as suggested by Plummer (2001,

pp. 216-224), I took into consideration the “ownership and intellectual property

rights” of the stories that the participants shared. The stories belong to the

participants and it was only with their “informed consent” that I collected data

and interpreted the findings after giving them a copy of the transcripts to check

for inaccuracies or if they wanted to delete parts of the transcript. I was also

aware that my disability discourse and interpretations were according to my

experience of the world as a non-disabled person. To ensure that the

arguments represented disabled persons’ perspectives, the analysis was given

to a ‘critical friend’ who is a disabled person. This ensured that the work was

critically examined during the research process (Opie, 2004).

When the recordings were transcribed, for ethical purposes and to

disguise the identity of an institution, in the selected quotes, names of

respective educational institutions were replaced by the term ‘sixth form.’

Similarly, names of individuals were replaced by ‘NNN’. To retain clarity in the

text and anonymity, pseudonyms were given to all participants. To be ethical,

the choice of presenting the findings of the interviews and focus groups as a

general account was purposeful to conceal the identity of the participants

(Smith, Flowers & Larkin, 2010). During data analysis, I was conscious of

ethical obligations towards my participants against any form of exploitation in

the way I interpreted their lived experience, their corporeal experiences, their

experiences as adolescents/young adults, and their relational experiences with

others (Van Manen, 1990; Clandinin, 2013; Van Manen, 2014).

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4.5 Gaining and maintaining access with participants

Delamont (2006, p. 97) identifies four stages in achieving access. The first

stage consists of “initial approaches– by letter.” This was obtained via emails

enclosed with covering letters and related documents. The second phase is

“first impressions – in person”. Face-to-face meetings were carried out to create

an opportunity for the participants and myself to get acquainted in person, to

demonstrate my goodwill, to develop a collaborative relationship and to build a

positive rapport (Cohen et al., 2010). The third step is “persevering in the face

of difficulties”. Reminders in terms of resending the original email, as well as

telephone calls were used to gain access or to request further assistance from

participants. The fourth stage is negotiating with “gatekeepers – formal and

informal.” I recruited participants by means of informal and formal verbal and

written means of communication. The politics in gaining access encompassed

a temporal aspect which enabled me to shift time-frames during the research

process. For example, the Ethics Committee of the University of Malta asked

me to provide a document that shows that the administration of each

participating educational institution was ready to support the study. On the

other hand, the administration of the educational institutions asked me to

provide a document that the study was approved by the University of Malta

Ethics Committee. This conundrum between gatekeepers led to delays in

having the study approved and I start data collection. Delamont (2006) argues

that, “access negotiations to formal organisations, particularly those such as

schools, which are embedded in larger bureaucracies, take a long time” (p. 96).

To develop trust, I answered all questions that potential participants asked and

relevant documents such as the permission to conduct the research and the

interview schedules (Appendices 1-7) were provided to present myself as a

serious investigator with sound ethical principles (Cohen et al., 2010).

4.6 The sample of participants

As indicated in section 1.3, the aim of this study was not to develop

generalisations, but to gain a better understanding of the phenomenon based

on reflections accrued from a group of participants. Moreover, as explained in

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section 1.4, the choice of the sample of participants was based on the premise

that the selective examination system in Malta limits persons with intellectual

disability to enrol in academic further/higher education institutions and “physical

and sensory impairments are in many senses the easiest to accommodate”

(Shakespeare, 2006-b, p. 201). Thus, the samples were non-probability

samples which as informed by Cohen et al. (2010), “the selectivity which is built

into a non-probability sample derives from the researcher targeting a particular

group, in the full knowledge that it does not represent the wider population; it

simply represents itself” (p. 113). Purposive sampling enabled me to obtain in-

depth information to understand the research problem (Collins, 2010; Creswell,

2007; Cohen et al., 2010).

The participants were selected to achieve saturation of data (Creswell,

2007), to understand the phenomenon and to answer the research questions.

Following Collins’ (2010) guidelines of sampling schemes in mixed methods

research, a ‘critical case scheme’ was employed to engage disabled persons

to participate in the survey by questionnaire and narrative inquiry. This strategy

involved “choosing settings, groups, and/or individuals based on specific

characteristic(s) because their inclusion provides the researcher with

compelling insight about a phenomenon of interest” (ibid., p. 358). ‘Snowball

sampling’ which entails that “participants are asked to recruit individuals to join

the study” was used to enrol disabled participants attending or who have

attended further and/or higher education as well as for the academics and

representatives of entities for a semi-structured interview (Collins, 2010, p.

358). A ‘criterion scheme’ was used to choose the participants for the semi-

structured interview with administrators of further/higher education institutions.

This scheme entailed “choosing settings, groups, and/or individuals because

they represent one or more criteria” (ibid., p. 359). A “convenience scheme”

was applied to recruit members for the further education lecturers’ focus groups

which involved “choosing settings, groups, and/or individuals that are

conveniently available and willing to participate in the study” (ibid., p. 359).

For the qualitative research, in representing the disabled students’

perspective as identified in Table 3, twelve disabled ex/students of further and

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higher education institutions were interviewed. They reflected on their

experiences of inclusive education while following a course at further/higher

education. Different experiences that relate to historical, social, political and

cultural influences on the development of inclusive education at further and

higher education were shared. Some registered to further and higher education

institutions following their 16+ examinations while others applied as mature

students. Some lectured at the University of Malta or gave public lectures.

Seven had a physical disability due to congenital or acquired disability while

five had a sensorial disability. The sensory disabilities included hearing

impairment, deafness, visual impairment, blindness while the physical

disabilities were spina bifida, cerebral palsy and spinal cord injury. Four

disabled adolescents participated in the narrative inquiry. Since three were

Maltese and one was Gozitan enabled me to observe differences and

similarities in the experience of inclusive education across the islands. Over

two years, with a time interval of three months, I met each participant at the

respective further/higher education institution they attended.

Table 3

The student interviewees and participants of the narratives

The young adults’ student interviews

Participants’ pseudonym Physical/Sensorial impairment Age range

Rupert Physical 30-40

John Sensory 30-40

Clark Physical 20-30

Martin Sensory 30-40

Kristof Physical 20-30

Roxanne Physical 30-40

Oswald Physical 20-30

Gerald Sensory 20-30

Ann Sensory 20-30

Clint Physical 30-40

Rose Physical 30-40

Sarah Sensory 30-40

The participants of the narratives

Alessia Physical and sensory 16-18

Elena Sensory 16-18

Melanie Physical 16-18

Marie Sensory 16-18

For the quantitative research, the sample of respondents consisted of 14

out of 39 disabled students with physical/sensory disabilities who were

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attending the last two years in secondary school in 2012. The response rate

was of 35.9%. This cohort of students was chosen on the basis that at this

point in their education, students would have had ample exposure of inclusive

education for insightful participation. Moreover, by this time, the young persons

would start thinking about employment and possible courses they might attend.

For the qualitative research representing educators and inclusive

education supporters, interviews with key persons were conducted. Eleven full-

time academics at the University of Malta were interviewed. The selection

process was based on their rigour in inclusive education and the disability

sector and whether they have a physical/sensory impairment. Administrators

of the nine participating further/higher education institutions were interviewed.

Administrators were the College Principals or inclusive education coordinators.

The sample varied in age, gender and years of experience as an administrator.

For triangulation purposes, eight representatives of entities such as

governmental educational departments, associations and non-governmental

organisations related to inclusive education and the disability sector were

interviewed. Eleven lecturers teaching at further education participated in focus

groups. The selection process was based on their experience in teaching

students with physical/sensory disabilities. The sample varied in terms of age,

gender, subjects taught, experience in teaching students with physical/sensory

disabilities and further education institution they were representing. The

piloting, planning and execution of the research tools are discussed below.

4.7 Conducting the pilot studies

The questionnaire, interviews and focus groups schedules which were all

written in Maltese and English were piloted to obtain feedback about clarity in

language and concepts and to check the validity and sensitivity of the

questions/variables asked. It also helped me to test the timing of the

questionnaire and the interviews (Opie, 2004).

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4.7.1 Piloting the questionnaire

The pilot questionnaire was developed to assess whether the

questionnaire reached its intended objective. Piloting the questionnaire

narrowed the gap between the respondents and myself as having an interest

or background in a topic, was no guarantee that I communicated in writing

effectively (Cohen et al., 2010). To facilitate access in reading the pilot

questionnaire, different versions were created. These included a (i) printed

copy with font point 12 on an A4 paper; (ii) printed copy with an enlarged print

to fit an A3 paper; (iii) Braille copy; (iv) a CD with the questionnaire audio-

recorded; (v) CD with the questionnaire in text form. All the versions were in

Maltese and English except the one in Braille since the Braille transcription

equipment available transcribed in English only. An empty CD was provided so

that those who preferred to audio-record their answers could do so. For ethical

reasons and to use the pilot questionnaire effectively, I asked the Student

Services section of the Directorate for Quality Standards in Education

Department to identify a Form 4 (the fourth year at secondary level) student

with visual impairment and another with physical impairment. The analysis of

the pilot questionnaire revealed that minor changes had to be implemented in

some of the variables and questions to facilitate understanding.

4.7.2 Piloting the interviews and focus groups

The rationale for piloting the schedules of the interviews and focus groups

with a representative of the group participants was to test the instruments for

their validity and efficacy, to test whether the research protocol was appropriate

or not and to test that the instrument was used with the target sample of the

population (Song, Sandelowski & Happ, 2010). Litosseliti (2007, pp. 30-31)

remarks that a pilot focus group helps researchers to test and learn about the

“content/key themes of the discussion and people’s responses”; “the dynamics

of the interaction” and “the mechanics of the discussion”. Each pilot interview

helped me to develop various interpersonal skills such as gaining confidence

in asking questions using appropriate language, using an audio-recorder and

learning how to manage the time scheduled for an interview. As suggested by

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Plummer (2001, p. 144), I was developing the skill in “being an empathetic and

a good listener” and in becoming and effective interviewer (ibid., p. 145). To

avoid “resistances” from the interviewees since I was a new acquaintance to

them (Plummer, 2001, p. 146) and to increase trust, I tried to create a non-

threatening situation by developing a dialogue based on respect and ethical

considerations. The pilot interviews helped me to become conscious of

language issues (ibid.). I had to be knowledgeable in the issues being

discussed as well as in using appropriate language to respect the dignity of the

interviewees. I was careful to use language that levelled the power-knowledge

tension and cautious about being judgemental in any way that could put off

interviewees from continuing the interview in a relaxed manner. During the

interviews, to increase fluency, when necessary, I paraphrased the questions

and translated the questions from Maltese to English or vice versa.

4.8 Planning and executing the research tools

This section explains how the research tools were used to address the

three research questions. The first part explains the quantitative component

while the remaining sections explicate the qualitative research methods.

4.8.1 Distributing a questionnaire to survey the experiences of

inclusive education at secondary school level

The questionnaire (see Appendix 1) channelled the first research

question. The questionnaire was developed to understand students’

experience of inclusive education within secondary schools who were at the

doorstep of potentially registering at further education institutions. I aimed to

find frequencies of environmental, educational and social enabling and

disabling mechanisms in secondary schools regarding young persons with

physical and sensory disabilities. The aspirations of disabled young persons to

attend further and higher education were also explored. The questionnaire was

designed to indicate the areas that required improvement to create a smoother

transition between secondary and further education schooling. The design of

the questionnaire was semi-structured. Questions, statements or items were

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listed, and the respondents were asked to respond or comment about each one

of them in the way that they thought it represented their situation (Cohen et al.,

2010). Respondents answered most statements using a “nominal” rating scale

where they were requested to choose one of the stipulated categories (ibid., p.

502) as “these are very useful devices for the researcher, as they build a

degree of sensitivity and differentiation of response while still generating

numbers” (ibid., p. 325). On the other hand, some open-ended questions

enabled “participants to write a free account in their own terms, to explain and

qualify their responses” (ibid., p. 321).

For the questionnaire, in 2012, 54 secondary schools were contacted to

identify Form 4/5 students with physical and/or sensory disabilities, but 34 or

63% of potential participant schools (state, church and independent)

participated in this research. To increase the low response rate, the

questionnaire was distributed twice at an interval of three months. As illustrated

in Table 4, 39 questionnaires were sent to participants who fitted the selective

criteria of participants in this research, but only 14 were returned filled with valid

data. The low response rate and the low turnout of valid questionnaires could

be interpreted in various ways. Due to work load, administrators may not follow

all the research requests. Disabled people may not consider the benefit of

participating in research or have a degree of apathy. The situation of being

unknown could have shaken the respondents’ or their parents’ confidence in

the research. Moreover, as instructed, the questionnaire was first given to

school administrators by hand or sent by registered mail. This could have

evoked misunderstanding to whom the questionnaire was intended to.

Table 4

Response rate of questionnaire

Returned Filled and accepted

Returned Empty

Returned Filled but rejected*

No reply Total

Response rate

14 (35.9%)

6 (15.4%)

6 (15.4%)

13 (33.3%)

39 (100%)

Note. * Rejected due to lack of validity.

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4.8.2 Carrying out participatory observation and documentary

analysis to explore inclusive/exclusive practices

Participant observation and documentary analysis were directed towards

research question one. This research was carried out between September and

December 2011. It was carried out as the first qualitative research as I needed

to familiarise with the environment and the inclusive policies of each further and

higher education institution participating in this inquiry (Morgan, 2014). The

participant observation visit schedule and the documents used for the

documentary analysis are in Appendix 2.

Certain further education institutions did not participate in this research as

they declared that they did not have any students with physical and sensory

disabilities. One visit at each of the eight participating further education

institutions across Malta and Gozo and the University of Malta as the main

higher education institution in Malta was conducted to observe the enabling/

disabling factors of the premises. A school administrator/inclusive education

coordinator was consulted on the inclusive policies, resources and strategies

that are employed at the institution. To triangulate evidence, documentary

analysis was conducted to learn about the inclusive policies, facilities, and the

ethos that shaped the mission statement of each institution. Inclusive education

policy documents and the prospectus of each institution that were given during

the visits and/or available on online websites were utilised to determine the

extent inclusive education was considered as a priority.

The strategy of utilising participant observation as a research tool enabled

me to become immersed in the field. Delamont (2006) argues that as long as

respondents know that the researcher is recording information, “the data

gathered by open questioning of informants in educational research has a clear

status as data” (p. 130). The nine, one-off visits at the participating further and

higher education institutions created opportunities to explain the goals of this

research, to build a portfolio about the inclusive policies, facilities and services

that each institution offered and to ask questions to further understand the

situation at hand. My role during the participant observation was that of

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“observer as participant” which means that I would listen and interact with

participants, but to maintain a degree of objectivity, I would not actually engage

in responses (Opie, 2004, p. 128). The dialogue was more as means to obtain

information than to debate issues.

Participant observation provided first-hand experience in observing “live”

data (Cohen, Manion & Morrison, 2007, p. 396) about the disabling

barriers/enabling environments and human behaviour in situ rather than relying

on second-hand descriptions (Opie, 2004). As an “observer”, I could “see the

familiar as strange” unlike the students who attend the institutions and would

have got used to the environment. Students might take things for granted or

else they might have been aware of what could be improved, but were not

empowered to speak for themselves (ibid., p. 122). This data helped me to

become familiar with the environment and supplemented the data obtained by

the other research methods (ibid.). This activity yielded authentic information

that increased the validity of the research instrument (Cohen et al., 2007).

The participatory observations were time consuming (Cohen et al., 2007),

but they provided data about the “physical setting” that is, the environment and

how it is organised and the “human setting”, which refers to the human

resources available for inclusive education and how they are organised. The

“interactional setting” which stands for the formal and informal communication

that takes place in institutions and the “programme setting” which focuses on

the resources and their organisation as well as the way programmes and

curricula are implemented were also noted (Cohen et al., 2007, p. 397).

The participant observation visit schedule helped me to keep track of what

I was looking for at each institution in order “to understand the social world” that

disabled young persons with physical and sensory disabilities were facing daily

(Opie, 2004, p. 124). The field notes that were written during the visits

constituted a basis for the development of theoretical ideas about the

environmental, social and educational disabling barriers/enabling factors

(ibid.). To increase accuracy and reduce memory distortion, the reports were

written a short while after the visit (ibid.).

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4.8.3 Conducting interviews to investigate lived stories of

in/exclusion

Semi-structured interviews with adult students who read or were following

a course at further/higher education levels, academics, administrators and

representatives of entities in the disability and inclusive education sectors were

useful in providing rich data responding to the three research questions of this

study. The interview schedules attached as Appendices 3, 4 and 5 were

followed. The interviews helped me to explore the experience of environmental,

educational and social barriers/enabling factors. Cousin (2009) elucidates that

“by collecting and transcribing interview talk, the researcher can produce rich

empirical data about the lives and perspectives of individuals” (p. 71). The

interviews were an opportunity for participants to learn about their

circumstances, discuss possible alternatives to their situation, and possibly act

on this new awareness (Sherman Heyl, 2010). Semi-structured interviews are

more flexible than structured ones but at the same time allow for in-depth

research when gathering interviewees’ responses. To increase fluency, semi-

structured interviews permit deviations from the order and number of the

prearranged structure of questions and to extend the discussion if needed

(Opie, 2004; Cousin 2009).

Since it was the participants’ choice, for persons with hearing impairment

and some of those with visual impairment, the interviews were conducted using

computer mediated communication such as email and Skype as they felt more

at ease using these online means of communication. One interview was

conducted via a telephone as the participant preferred this method of

communication. The main advantages of these methods of conducting

interviews were that they provided the qualitative data that I needed and they

were the most effective to gather the essential information (Braun & Clarke,

2013). When face-to-face interviews were carried out, these created a situation

where the participants and I had a fluent conversation consisting of both verbal

and non-verbal communication (ibid.). These characteristics were not common

in the interviews carried out in writing, via telephone and Skype. In the latter

case, during the video call, the participant allowed the audio tool only. The

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method of recording the data of the telephone interview was by writing notes

during the conversation while for the remaining interviews, audio-recording was

agreed upon in advance of the interview (Opie, 2004). Each interview was

approximately an hour long. The interviews were designed following Kvale and

Brinkmann’s (2009, p. 102) guidelines which included ‘thematising’, ‘designing’,

‘interviewing’, ‘transcribing’, ‘analysing’, ‘verifying’ and ‘reporting’.

4.8.4 Inquiring the educators’ lived experience of inclusive

education through focus groups

The focus groups addressed the three research questions. The aim was

to explore the perspectives, attitudes and experiences of lecturers at further

institutions, in teaching students with physical and sensory disabilities. The

purpose was also to gain a general outlook of the phenomenon (Cousin 2009).

Krueger and Casey (2009, p. 2) maintain that, “the purpose of conducting a

focus group is to listen and gather information. It is a way to better understand

how people feel or think about an issue, product or service.”

Krueger and Casey’s (2009) approach was chosen in conceptualising and

developing the focus groups. The educators were recruited on a voluntary basis

following an invitation request via computer mediated communication (see

Appendix 6). To limit intrusion into the participants’ private lives an in-person

one-time meeting session with the whole group was planned. Since the group

of eleven members could not attend altogether, the group was divided into four

small groups. This approach made it feasible to identify the members during

the audio-recording as in the case when focus groups are video recorded

(Krueger & Casey, 2009). The fact, that all the participants taught at further

education level increased the validity of the research. Krueger and Casey

(2009) recommend that to increase validity, “participants are selected because

they have certain characteristics in common that relate to the topic of the focus

group” (p. 2).

The focus groups entailed a planned “questioning route” (Krueger &

Casey, 2009, p. 7; Litosseliti, 2007, p. 55). The information was collected

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through a focused discussion that consisted of systematic questioning in an

informal interactive setting (Krueger & Casey, 2009; Fontana & Frey, 2008).

The discussion aimed at helping participants compare and share their

experiences (Kruger & Casey, 2009) in the language they felt most comfortable

in (Litosseliti, 2007). I adopted the role of moderator. This increased

consistency in moderating and reduced bias from other moderators who are

not so knowledgeable about the aims of this research. Participants discussed

the questions without pressure (Krueger & Casey, 2009; Litosseliti, 2007).

4.8.5 Developing narratives to research stories of in/exclusion

The narratives were developed to respond to the second and third

research questions. The narrative inquiry was a longitudinal type of study.

Seven semi-structured interviews were conducted with four disabled women

over two years. During the semi-structured interviews, the narrative inquiry

schedule attached as Appendix 7 was used. Over time, the schedule was

revised to avoid repetition and to move with the momentum that the meetings

were developing. The interviews were carried out on a one-to-one basis, on

average they were an hour long and they were audio-recorded. To increase

convenience for the participants, the interviews were held at the participants’

respective further/higher education institution.

As suggested by Clandinin (2013), the narrative analysis espoused

“continuity” through the fluidity of the unfolding experience-centred stories and

how the inquiry evolved. The process of the narratives was not linear, but

rhizomatic as it developed in a non-hierarchal way and entry and exit points in

issues intersected as the conversation flowed (Jeong-Hee, 2016). The

principles of “interaction” and “relationality” were validated by means of the

social relationships unveiled in the stories that were lived, told and retold by

myself (Clandinin, 2013, p. 33; Jeong-Hee, 2016). The epistemology consisted

of drawing my attention to ordinary experiences that have frequently remained

unnoticed (Jeong-Hee, 2016), reflecting upon them and linking them to my and

the participants’ voice, subjectivities, relativity and multiplicity of truth to

understand the phenomenon of inclusive education in the Maltese context at

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the time of inquiry (Wertz et al., 2011; Clandinin, 2013). For the narrative

inquiry, by means of collaboration with the participants, “researched and

solicited stories” consisting of “oral history and testaments” brought “life stories”

into being (Plummer, 2001, p. 28). The process involved gathering experiences

and reflections and writing them down for analysis (ibid.). According to

Creswell (2007, p. 55), “oral history” entails gathering personal reflections of

events and their causes from one or several individuals. Plummer (2001)

defines “researched and solicited stories” as:

Life stories that are researched are specifically gathered by researchers with a wider usually social science goal in mind. These do not naturalistically occur in everyday life, rather they have to be seduced, coaxed and interrogated out of subjects, often in special settings using special implements (tape recorders, videos, psychiatric couches). (p. 28)

4.9 Data analysis

The aim of data analysis was to capture the essence of in/exclusion at

further and higher education. For research with a mixed methods framework,

Max Bergman (2010) suggests ‘conventional content analysis’ which entails

conducting thematic analysis of textual material (p. 387). Teddlie and

Tashakkori (2009) elucidate that for thematic analysis, the examination of

themes entails “looking for patterns across the interconnecting” data (p. 253).

In this study, thematic analysis was done following the ‘similarity principle’

which entailed looking for “commonalities in the data” (ibid., p. 353). Data

analysis was carried out manually to familiarise with the complexity of the data

and the language used to express the inner world of experiences (Braun &

Clarke, 2013). This exercise of “immersion” enabled me to search for patterns,

look at interactions from a set of data and another and reflect on the stories

being told (ibid., p. 204). Considering the interpretive framework used in this

research, ‘hermeneutic content analysis’ was deemed appropriate as:

The content and associated meanings of the non-numerical material may never be identified unequivocally. This is due in part to the fact that the textual material as a whole can be undestood only by studying some of its parts, while the parts under study can be undersood only in relation to the whole, yet, the meaning of the parts does not unequivocally represent the meaing of the whole. (Max Bergman, 2010, p. 388)

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As indicated in Figure 6, to connect the data analysis of both the

quantitative and qualitative strands, the three main themes that shaped this

study, namely the environmental, social and educational enaling/disabling

factors of inclusive education at further/higher education were embedded within

the respective method of data analysis of each research instrument. Apart from

helping me to triangulate data, this thematic analysis enabled me to develop

my understanding of the data that emerged from each research instrument.

Figure 6. Schemata of data analysis.

As informed by Max Bergman (2010, pp. 388-389), the thematic analysis

that exposed the environmental, social and educational enabling/disabling

factors of in/exclusion in education was devised as ‘qualitative content analysis’

and ‘quantitative dimensional analysis’. Frequency analysis (Cohen et al.,

2010) was used for the quantitative component and thematic analysis (Teddlie

& Tashakkori, 2009) was employed for the participatory observations and

documentary analysis of further/higher education institutions. Interpretative

phenomenological analysis (Smith et al., 2010) was used for the interviews

while classic analysis strategy (Krueger & Casey, 2009) was applied to the

focus groups. Narrative analysis was adopted for the narratives (Plummer,

2001). Figure 7 represents the schemata of research procedures

corresponding to the research questions and method of data analysis.

Data Analysis

Hermeneutic content analysis (Max Bergman, 2010)

Thematic analysis (Teddlie and Tashakkori, 2009) of the environmental, social and educational enabling/disabling factors

Quantitative strand -quantitative dimensional

analysis

Qualitative strand -qualitative content

analysis

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Figure 7. Schemata of research procedures corresponding to the research questions and method of data analysis.

The exercise of data analysis was enriching as I became familiar with the

data at hand. This facilitated the coding and initial interpretation of the hidden

Research Procedure

Research Questions Addressed

Data Analysis

Quantitative inquiry -Questionnaire involving disabled

youth at secondary schools

Qualitative inquiry –Phenomenology: Participatory

observation at further and higher education institutions and

documentary analysis

Qualitative inquiry –Phenomenology:

Semi-structured interviews with higher education academics, administrators of further and higher education institutions,

disabled ex/students who attended/are attending further and

higher education institutions, representatives of entities in the inclusive education and disability

sectors

Qualitative inquiry -–Phenomenology: Focus groups

with lecturers at further education institutions

Qualitative inquiry – Narratology: Narrative inquiry with four disabled

youth attending further/higher education institutions

Frequency analysis -Cohen, Manion and

Morrison (2010)

Thematic analysis –Teddlie and Tashakkori

(2009)

Interpretative phenomenological

analysis also known as IPA - Smith, Flowers and

Larkin (2010)

Classic analysis strategy -Krueger and Casey

(2009)

Narrative analysis –Plummer (2001)

1

1

1

+

2

+

3

1

+

2

+

3

2

+

3

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meanings that the data was showing. Figure 8 illustrates the conceptual

framework of data analysis. The themes that emerged from each research

instrument were analysed in perspective of the interpretive frameworks of

critical disability theory, critical realism and poststructuralism.

Figure 8. Conceptual framework of data analysis.

Conduct each research instrument

Analyse data using the respective chosen method

Carry out thematic analysis to identify the main and unique critical enabling and disabling factors of inclusive education while conducting

frequency analysis (Cohen, Manion & Morrison, 2010) for the quantitative component; thematic analysis (Teddlie & Tashakkori, 2009) for the

participatory observations and documents of further/higher education institutions; interpretative phenomenological analysis (Smith, Flowers &

Larkin, 2010) for the interviews, classic analysis strategy (Krueger & Casey, 2009) for the focus groups and narrative analysis (Plummer,

2001) for the narratives

Report findings

Compare themes across the findings to develop the discussion

Contrast themes to critical disability

theory

Contrast themes to critical realism

Contrast themes to poststructuralism

Write the discussion

Merge interpretation of themes

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4.10 Data analysis of the quantitative strand utilising

frequency analysis

Teddlie and Tashakkori (2009) explain that in searching for themes, the

procedure in ‘descriptive analysis’ in quantitative methods of data analysis

entails “summarising data, with the intention of discovering trends and patterns,

and summarising results for ease of understanding and communication” (p.

257). Similarly, as explained in chapter 3, section 3.7.1, the questionnaire was

used as a quantitative research tool to seek for patterns and tendencies in

evidence. Since the number of respondents was small, the data was analysed

manually. Frequency analysis as informed by Cohen et al. (2010) was applied.

This entailed analysis of descriptive data for emerging themes that the data

suggested. The findings were summarised using percentages and graphical

forms of data presentation. The evidence represented what “the data

themselves suggest” in a “descriptive” way (Cohen et al., 2010, p. 507). The

frequency distribution method was used for data analysis (Bryman & Cramer,

1995; Cohen et al., 2010). The “number of cases in each category” was

identified through a nominal variable (Bryman & Cramer, 1995, p. 76). The aim

of this exercise was to understand the structures and mechanisms that disabled

young persons with physical and sensory disabilities are accustomed to. It also

identified students’ expectations with regard to further and higher education.

The frequency distributions highlighted the factors that need to be addressed

in secondary schools and further education institutions to create a smooth

transition in the provision of quality inclusive education.

4.11 Data analysis of the qualitative strand by utilising

thematic analysis

While extracting the themes from the data, as explained in sections 3.7.2

and 3.7.3, phenomenological and narratological approaches to inquiry were

employed to discover the experiences and tentatively understand meanings of

inclusion from the participants’ subjective experiences (Teddlie & Tashakkori,

2009; Van Manen, 2014). As Wertz et al. (2011) argue, phenomenology and

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narrative research share “the conviction that human science can articulate

valuable knowledge through words and through ordinary language” (p. 285).

Thus, for both research approaches, I tried to unveil the hidden meanings of

experiences by means of phenomenological “epoché” (Van Manen, 2014, p.

235) which means opening myself to open-mindedness. I questioned what is it

like to experience inclusive education at further/higher education from the

perspective of the participants and how the essence of being disabled can be

made intelligible (Van Manen, 1990; Van Manen, 2014). I questioned the

significance of the disabling and enabling experiences as given to our

consciousness and what are the transformative consequences of these

experiences (Van Manen, 2014). This process of reflexivity as explained by

Wertz et al. (2011, p. 91) involved, “turning attention to previously lived

experiences in an attempt to focus on their processes (called “noeses”; the

“how” of experience) and meanings (the “noemata”; “what” is experienced).” To

obtain the essence of meanings, “eidetic analysis” was conducted. This

involved me to implement what is called the “hermeneutic circle” where I went

through the transcripts with an “evenly hovering attention”, “back and forth

between parts and whole, and between the whole and its context, in order to

achieve a fuller grasp of its meaning” (ibid., p. 127, p. 131, p. 91). As explained

below, in handling the rich data , methods of data analysis were adopted.

4.11.1 Analysing participatory observation and documents of

further and higher education institutions

The data obtained from the participatory observations and documents of

the participating further and higher education institutions were analysed using

thematic analysis as informed by Teddlie and Tashakkori (2009). The analysis

comprised “contextualising strategies” whereby the data was selected and

coded to elicit the emerging themes and then the transcripts were analysed for

the interconnencting patterns “to render a better understanding of the

wholeness of the context rather than its parts” (ibid., p. 253). This implied

understanding meaningful experiences of inclusive education within further and

higher education institutions “which involves examining entities from many

perspectives until the ‘essence’ of the phenomenon is revealed” (ibid., p. 255).

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4.11.2 Analysing interviews

For analysing the interviews with disabled students, academics,

administrators, and representatives of entities related to inclusive education

and disability, the process of interpretative phenomenological analysis (also

known as IPA) as described by Smith et al., (2010) was applied. In

implementing interpretative phenomenological analysis, the challenge in

handling multiple transcripts of diverse categories of participants was to be

skilful in preserving the idiographic focus on the participants’ voice while

making claims for the larger group (ibid.). The analysis was carried out in three

parts. First, I analysed the participants’ transcripts of their experiences and

represented them in a truthful and faithful way to develop “hermeneutics of

empathy” (Braun & Clarke, 2013, p. 181). Secondly, a critical approach was

adopted by stepping back from the account and explore the interplay of

assumptions that the text contained which is also referred to as “hermeneutics

of suspicion” (ibid., p. 181). Thirdly, the implementation of interpretative

phenomenological analysis procedure involved a series of interpretations.

The interpretation process consisted of various steps. The first consisted

of going back and forth from interpreting parts of the text and then interpreting

these parts within the totality of the subject (Kvale & Brinkmann, 2009). This

phase entailed “line-by-line analysis of the experiential claims, concerns, and

understandings of each participant”; the identification of divergent and

converging emerging patterns; and the development of a “dialogue between

the researchers, their coded data, and their psychological knowledge, about

what it might mean for participants to have these concerns, in this context”

(Smith et al., 2010, p. 79). The second process enabled me to end the

interpretation of meaning when a “good Gestalt” (Kvale & Brinkmann, 2009, p.

210) was achieved which meant that a clear grasp of the whole subject was

obtained which is perceived as more than the sum of its parts. This helped me

to develop the relationship between themes (Smith et al., 2010). The third step

was “testing” parts of the interpretations to the general meaning of the text by

checking for inconsistencies (Kvale & Brinkmann, 2009, p. 210). This implied

that the data was organised to transpire the whole analytical process that

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included initial comments in transcripts, thematic development and final

structure of themes (Smith et al., 2010). The fourth stage was reflecting on the

“autonomy of the text” where each text was valued for its own frame and what

it stated about the subject (Kvale & Brinkmann, 2009, p. 210). This was done

by having the text audited to determine the coherence and plausibility of the

interpretation (Smith et al., 2010). The fifth process was about gaining

“knowledge” about the subject (Kvale & Brinkmann, 2009, p. 210) which was

generated by developing a full narrative including “evidences by a detailed

commentary on data extracts, which takes the reader through this

interpretation, usually theme-by-theme” (Smith et al., 2010, p. 80). The sixth

phase focused on “presuppositionless” where the text was analysed in the light

that answers could have been determined by the way the questions were

formulated. The last canon dealt with the innovation and creativity of

interpretations in terms of going beyond the immediate and bringing forth new

meanings and interrelations (Kvale & Brinkmann, 2009, p. 211). This entailed

reflecting on my perceptions, conceptions and processes (Smith et al., 2010).

4.11.3 Analysing focus groups

The focus groups were analysed using “a classic analysis strategy” which

in a systematic way, enables researchers to identify themes and categorise

results to respond to the research questions (Krueger & Casey, 2009, p. 118).

As explained in section 4.8.4, considering that the focus groups were carried

out in small groups to accommodate the participants’ availability, this allowed

me to analyse the data at a group level, but as in the case when video recording

(ibid.), it gave me the possibility of obtaining verbatim quotes on an individual

level. Such quotes were useful in supporting the arguments when presenting

the findings. The transcripts were indexed, coded and grouped into themes.

The themes were analysed in terms of frequency or the extent they were

mentioned by participants, specificity on the phenomenon under investigation

and emotion expressed by the participants (ibid.). The analysis highlighted the

‘critical incidents’ of events, actions or situations that created enabling/disabling

contexts that were influential to the participants (ibid., p. 125).

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4.11.4 Narrative analysis

For the narratives, Plummer’s (2001) method of analysis was adopted.

Plummer (2001) asserts that life stories should be gathered through writing,

recording and a combination of observation and interviewing. The transcripts,

as ‘field texts’ were used to identify the “moments” of environmental,

educational and social disabling and enabling experiences, and to understand

the context, space and time of the whole story (Clandinin, 2013, p. 173; Van

Manen, 2014, p. 57; Jeong-Hee, 2016). Managing the data involved the

transformation of “fieldnotes” to “filenotes” where after transcription, texts were

indexed and coded line by line manually (Plummer, 2001, p. 151). Then the

“filenotes” were filed according to theoretical themes and concepts that

surfaced from the stories (ibid., 2001, p. 151). The themes were extracted to

reveal the multidimensional personal, social and historical factors as well as

the multifaceted political/ideological agendas that intercede within the stories

(Wertz et al., 2011; Jeong-Hee, 2016). Three types of files identified as “core

files”, “analytic files” and “personal log” were created (Plummer, 2001, p. 151).

The ‘core files’ contained the original texts. The ‘analytical files’ contained data

related to particular themes and concepts from the transcripts. The ‘personal

log’ files “are designed to convey the researcher’s changing personal

impressions of the interviewee, of the situation, of their own personal worries

and anxieties about the research” (ibid., pp. 151-152).

4.12 Conclusion

The choice of methodology and research methods that were woven into

the philosophical worldview and theoretical framework of this study enabled me

to have a better understanding of how to capture the diverse experiences and

perspectives of different stakeholders. To present the findings with respect to

the main themes of the study, namely the environmental, social and

educational enabling/disabling factors in a clear and a systematic manner and

in using a convenient way of making sense of the data, the results are

presented in chapters 5, 6 and 7. This does not imply that the findings are

separate from each other, but one feeds and builds on the other.

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Chapter 5 Findings – Documentary analysis and

Participatory observation

5.1 Introduction

By means of thematic analysis of the environmental, educational and

social enabling/disabling factors I could analyse the common and singular

themes that emerged from each research instrument. The data was analysed

utilising the respective method of analysis that is, frequency analysis for the

quantitative component; thematic analysis for the participatory observations

and documents of further and higher education institutions; interpretative

phenomenological analysis for the interviews, classic analysis strategy for the

focus groups and narrative analysis for the narratives.

Since the findings of the participatory observation and documentary

analysis were mostly descriptive of the enabling and disabling factors within

further and higher education institutions, they are presented on their own. Due

to ethical issues in respecting anonymity and confidentiality of the participating

educational institutions, a general overview of the findings is presented. There

was a strong triangulation in the data obtained from the students’ questionnaire,

interviews and narratives. While the themes of the interviews and narratives

are merged because they emerge issues as experienced by students attending

non-compulsory education, the data of the questionnaire is presented

separately as the findings represent the experience and reflections of students

during their compulsory schooling. Moreover, as explained in section 4.9, the

results are presented separately because a different analysis was employed.

For the quantitative strand, a ‘quantitative dimensional analysis’ was used

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whereas for the qualitative component, a ‘qualitative content analysis’ was

applied (Max Bergman, 2010, pp. 388-389). There was a strong triangulation

across the data obtained from the academics, administrators, representatives

of entities related to disability in inclusive education and the focus groups.

Therefore, the themes were merged together. The saturation level of the data

and the interplay between data obtained from different research instruments

consolidates the benefits of conducting mixed methods approach.

This chapter presents the findings of the documentary analysis and

participatory observation which are related to the first research question.

Chapter 6 focuses on the findings of the students’ experiences obtained from

the questionnaire, students’ interviews and narratives that respond to the three

research questions. Chapter 7 presents the evidence obtained from the

interviews with academics, administrators, representatives of entities of

inclusive education and the disability sector and the focus groups with further

education lecturers that represent educators and inclusive education

supporters that answer the three research questions.

5.2 Documentary analysis and Participatory

Observation

The documentary analysis and participatory observation were carried out

to respond to the first research question. Nine further/higher education

institutions who accepted to participate in this research (as explained in chapter

4, section 4.8.2) were visited to observe the environmental accessibility of the

campuses and to explore how inclusive education is implemented in the

respective institution. The participatory observation visit schedule attached as

Appendix 2 was used. During the visits, an administrator/inclusive education

coordinator explained the practices and ethos of the respective institution. To

support the evidence obtained from the participatory observations, a

documentary analysis was carried out to explore and analyse how different

further and higher education institutions presented their inclusive education

policy. The documents used are listed in Appendix 2. The main themes that

emerged are discussed below. This chapter highlights that there is lack of

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transparency, comparability and standardisation amongst the institutions in the

quality of inclusive education that is provided.

5.2.1 Documentary analysis: Implementation of inclusive

practices through written material

I argue that inclusive practices go beyond classroom practices. Different

means of communication can be used as tools to inform an audience of the

ethos of an institution. Texts and images need to portray a realistic outlook

about disability to induce an emancipatory approach that promotes social

cohesion. In seeking environmental, educational and social enabling/disabling

factors, the publications of the nine participating further and higher education

institutions, namely the prospectus, diary, inclusive education policy, access

arrangements guidelines were written in English rather than in Maltese and in

English as the two official local languages. As expected, impersonal and formal

writing was used in the texts. The written texts reflected that a more respectful

approach in the way individuals talk, write and behave with disabled persons

needs to be promoted. Some scripts included words such as ‘wheelchair

bound’, or ‘students with special needs’ and ‘special arrangements’ that portray

individuals as dependent and are considered as others.

In most documents, images of persons with a physical disability were

minimal. Images showing gender differences were exposed while race

diversity was illustrated in some instances. There was a trend in using the term

‘young men and women’. Some institutions offered full-time courses only which

makes it difficult for youth/adults to attend courses on a part-time basis.

The mission statement affected the type of courses offered at the

institution. In Malta, at further education level, there are two types of institutions.

There are institutions that target the more academically oriented students by

means of a selection process while others provide different courses so that

students are given a second opportunity to upgrade their grades and further

their education. Vocationally oriented institutions have differentiated courses

ranging from further and higher education levels so that diverse students can

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apply to the course that matches their aspirations and abilities. The language

in the documents of the eight further education institutions was mostly

explanatory where the authors tried to showcase how the mission statement is

implemented in the various sectors of the institution. The texts elaborated on

course descriptions, tailor-made guidance in choosing courses, good

behaviour and discipline policy, dress code, attendance, anti-harassment

measures, health and safety, promotion to second year, examinations and

admissions.

One institution represented its inclusive education policy following Uri

Bronfenbrenner’s Biological Ecological Systems (Bronfenbrenner, 1994) where

the student was put at the centre and all stakeholders in the school and in the

community circumscribed the student’s circle. The institution was clear about

its Diversity and Equality Policy that addressed anti-discrimination policy on the

grounds of gender, race, disability, age, religion and belief, sexual orientation

or other distinctions. In other texts, it was noted that students were admitted by

a point system. This entailed that the more and the better examination results

a student has, the higher the chances are for that person to be accepted by

that institution. In promoting inclusion, these institutions have a board that

discusses whether specific students could be accepted on humanitarian

grounds. The humanitarian principle is not directed towards a charitable

approach, but in supporting individuals who upon recommendation from

professionals need a sheltered environment when compared to other large

further education institutions. Other institutions gave a general idea of their

inclusive policies by outlining that the institution follows a student-oriented

curriculum, there are student support services, teaching is done in small

groups, and the environment is accessible for different students. Multiple

publications were issued by the University of Malta which is the main higher

education institution in Malta. The documents were more informative about the

provisions available for students with different educational needs.

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5.2.2 Participatory observation: Transparency in the provision of

student-centred learning

During the visits where the participatory observation was carried out, a

discussion with the Principals or inclusive education coordinators of the

participating further and higher education institutions and a tour around the

campus were held. The discussion revealed that the issue of disclosure of

students’ impairments to lecturers was contentious. One representative

specified that lecturers were informed of a students’ impairment only if the

student consents. The importance of supporting socially disadvantaged groups

was also considered. A representative of a vocational institution explained that

the institution organised a class for disabled young people mainly with

intellectual disability to help them develop skills that are useful for independent

living and/or to find employment in different industrial sectors. For these

students, Individualised Educational Programmes are reviewed to ensure a

smooth developmental transition. Some participants remarked that the

respective institution organises job placements to help students develop their

employability skills. They also organise voluntary work placements to

encourage students to develop solidarity and community building.

Each institution seemed to implement its own methodology of inclusive

education and reacted according to students’ demand. All institutions

emphasised on the importance that the staff according to the assigned role

worked towards helping students to grow and succeed academically. During

the visits, some administrators/inclusive education coordinators indicated that

they collaborated with other further education institutions and with entities in

the community to develop educational programmes that are targeted to

increase students’ employability skills.

All administrators/inclusive education coordinators stated that every year

they invest in improving the existing facilities and services to reduce

environmental and social disabling barriers as well as increasing the type of

access arrangements provided within the school to enhance educational

enabling factors. Students could use their laptops in class and record lectures.

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Access arrangements such as extra time, use of a computer, having a reader,

prompter or scribe, enlarged print format of examination papers and the

provision of an alternative venue for examinations are granted once students

present an official statement of needs that is prepared by a multi-disciplinary

team. The participants during the visits underlined that this was done to curb

abuse, to implement due diligence and equity.

With regard to environmental accessibility, the visits at the participating

further/higher educational institutions showed that due to environmental

accessibility, disabled students were free to move and interact with their

friends. Moreover, by being able to participate in all activities, disabled students

had the opportunity to experience the life of a student like their peers.

Observations revealed that few institutions had a parking lot reserved for

disabled persons outside the school door or the school parking place. The

ramps available in schools varied and were far from the guidelines as

suggested in the Access for All – Design Guidelines which was first published

by CRPD (Bezzina & Spiteri, 2005). Intercom facilities at the main entrance of

the door were remote, sometimes not even a bell.

Across all institutions, signage guidelines were inconsistent. Some

institutions had very clear signage across the school indicating where a person

was situated while others did not even have a clear indication where the

reception area was or where the zones accessible for wheelchair users were.

Audio information was available in the lifts at few institutions only. A couple of

administrators/inclusive education coordinators explained that students with

activity limitations were given a key of the school lift. This strategy still disabled

students with hand mobility limitations from inserting the key independently.

Many of the institutions had baseline environmental accessibility. For

instance, there was one rest room which was accessible for wheelchair users.

Corridors were usually kept clear from extra furniture or to facilitate movement,

the furniture was kept on one side, opposite the classroom doors. One school

was built around an internal courtyard. The school representative claimed that

a past student with visual impairment declared that this architectural design

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was beneficial to create a mind map of the place. Staircases were mostly wide

enough to allow many persons to go up and down at one time. Generally, there

was no colour distinction between the tread and the riser of steps. Thus, the

staircases were considered as a trip hazard to persons with visual impairment.

The resources available in schools varied considerably. Some institutions

had higher desks or wooden desk risers for wheelchair users. Lecture rooms

were equipped with data projectors and televisions while few classes were

installed with interactive whiteboards. Some lecture rooms had platforms which

limited accessibility around the classroom. Few institutions had a procedure

that to facilitate movement in classrooms for wheelchair users and persons with

crutches, the wall adjacent to the classroom door was left clear.

Access to lecture rooms and common areas varied considerably. Some

doors were made wide usually consisting of a wide leaf that allowed access

even to wheelchair users and a narrow flap which had a lengthwise window.

The narrow panel was kept in place with bolts that could be opened. Other

doors had one wide leaf that allowed wheelchair users to pass through. Old

doors were double-leaf doors consisting of two narrow flaps, and one of the

panels was generally kept closed which stopped disabled wheelchair users

from entering the rooms independently. Some doors had springs for automatic

closure which made it harder for persons with activity limitations to enter the

rooms. Few places had automatic sliding doors. The available ones were

usually in the library. Only one participant indicated that the school puts effort

to have sound proofing resources. The other participants commented that

students with hearing and visual impairment usually sit at the front row, and it

seems that their needs would be met. It was observed that in some institutions,

wheelchair users had to travel a long way around the outdoor grounds of the

campus to find an accessible entry point to students’ common areas. In bad

weather, this was a double drawback. Areas such as the library, students’

canteen, gym and chapel were usually accessible for wheelchair users. In one

institution there was a platform lift that led to a students’ common area. The

theatre stage and back stage were usually inaccessible for wheelchair users.

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Administrators/inclusive education coordinators argued that they try to

work around the limitations available, for example by planning the lectures of

wheelchair users in accessible areas. This reflects that environmental

inaccessibility on campus limits the extent inclusion can be implemented. They

recognised that old areas on campus posed great challenges to make them

accessible for wheelchair users as they were built with no intention of having

such students or staff. The installation of lifts is difficult in old buildings due to

lack of space. The representatives of the institutions claimed that to upgrade

the schools, hefty financial investments are needed. Additionally, some old

buildings cannot be made accessible due to environmental protection policies.

It also emerged that the presence of students with certain disabilities enabled

school administrators to think of ways how to make the school more inclusive

and resourceful to accommodate their needs. Some expensive resources were

added for temporary use until the students attended the school and then to

prevent vandalism, they were stored for later use. Other resources were

available for daily use to accommodate staff, students or visitors. The

administrators/inclusive education coordinators claimed that they worked in

consultation with the CRPD to find ways how to remove environmental

disabling barriers or create new enabled environments to abide to the Equal

Opportunities (Persons with Disability) Act (Laws of Malta, 2000).

The principles of inclusive education upheld by the administrators

/inclusive education coordinators were based on values that celebrated

humanity, social justice and human rights. They highlighted that considering

the financial and structural limitations, they put effort to ensure that disabled

students are given an equal opportunity to education. The administrators

/inclusive education coordinators remarked that inclusive education is an area

that needs further development especially at further and higher education

because the students have different needs than those attending primary and

secondary levels of education. Staff at further and higher education institutions

are relatively inexperienced in having disabled students. This is justifiable as it

is only since 2010 that students who started primary schooling in an inclusive

system, following the implematation of The Salamanca Statement and

Framework for action on Special Education Needs (UNESCO, 1994), are

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reaching further and higher education. The approach towards inclusive

education is still reactive rather than proactive and practical guidelines how to

deal with students with different disabilities are needed.

5.3 Conclusion

The visits supported the principles of the social model of disability

whereby the enabling/disabling factors are dependent upon social structures

and practices. Evidence from the documentary analysis and participatory

observation emerged that the social order for developing an inclusive policy

within institutions was mostly dependent upon the human and material

resources at the institution, the awareness amongst the staff about the

importance of implementing an inclusive education policy as well as the

population growth of diverse students within institutions. The evidence showed

that an element of community-level resilience is important whereby disabled

and non-disabled individuals in the community advocate and strive so that the

environment would meet the needs of diverse individuals. On the other hand,

individuals would develop self-help strategies to adapt to situations at hand.

The importance for having an accessible environment was evident as it would

improve the quality of life of students and staff and the quality of inclusive

education provided at the respective further and higher education institution.

Administrators/inclusive education coordinators were knowledgeable that it is

a students’ right to have access. The findings indicated that campuses were

designed and furnished with equipment that supported persons with activity

limitations more than those with visual and hearing impairment. This implies

that one’s impairment is not just biological, but can be promulgated by the lack

of social understading in how disabled barriers affect individuals differently.

Oral stories and written texts are powerful in shaping or distorting a culture

of inclusive education within the institutions and across the public. Graham

(2013) maintains that the welcome messages are an integral part of each

prospectus document as “each institution seeks to set out its culture and ethos

to an audience of prospective applicants” (p. 84). The findings of this research

indicated that there was a lack of consistency between what is conveyed in

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person and in documents. There was a dichotomy between the amount of

information administrators gave me to the information available on online

sources and hard copy documents. This leaves disabled students amongst

others in limbo. Preferably, the quality of inclusive education as experienced

by students would match the rhetoric in the documents of the respective

further/higher education institution. The strategies used to make teaching and

assessment accessible for diverse students need to be more transparent in the

written documentation to help readers understand what each institution offers.

The texts and the participatory observation indicated that there are more

opportunities of further education courses for students with physical and

sensorial disabilities rather than to students with intellectual disability. In

widening opportunities for disabled persons particularly to persons with

intellectual disability, Giangreco (2017) recommends that throughout the

education system, educators should see the person not just the disability,

advocate for full access, individualise learning outcomes, use age-appropriate

approaches and partial participation, encourage teacher engagement, and use

natural supports first such the available human resources at school. The

findings of this study indicated that the few opportunities available to students

with intellectual disability at further education level resort to classes where

students are taught as a group on their own rather than in mainstream classes.

Research showed that few institutions have specialised personnel who have

remits in developing inclusive education within the institution. In most

institutions, it was part of the school administrators’ job. Guidance

teachers/counsellors assist in monitoring students with educational needs. The

participants remarked that certain provisions of human and material resources

that are available in primary and secondary levels should be available at further

education level too. The next chapter presents the findings of the students’

experience of inclusive education at secondary, further and higher education.

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Chapter 6 Findings - The students’ experience

6.1 Introduction

In line with Uri Bronfenbrenner’s Ecological Systems Theory

(Bronfenbrenner, 1994) (as explained in chapter 3, section 3.2), students’

experiences of inclusive education were at the nexus in this study as to

research inclusive education, it is necessary to put students’ experience at the

core of the research framework (Corbett, 2001). In responding to the three

research questions, this chapter presents the students’ experiences as

obtained from the questionnaire, the narrative inquiry which was conducted

over two years and the semi-structured interviews carried out with young

disabled adults who at the time of research were following or have completed

a course at further/higher education. Since the four students’ narratives

captivate the students’ experience while following a course at further/higher

education as claimed in the title of this inquiry, to put readers in perspective of

students’ experiences, the narratives are presented hereunder in figures 9, 10,

11 and 12. Since the narratives were developed by putting together verbatim

quotes from Maltese, at times it was difficult to translate the text. Thus, the

original text in Maltese is in Appendix 10. The analysis of the texts is in chapter

6, section 6.3. The narratives revealed the experiences of Alessia and Elena

while completing a two-year course at post-secondary education level, Marie’s

experiences of being a first-year repeater of a two-year course at further

education level who at the end of the repeating year resigned from the course,

and Melanie’s story during the second year of her two-year course at further

education level and during her first year at university.

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Alessia’s story As such I try not to leave my disability to take over my life. Inclusive education, is that every person however she is, would receive the same education as another person. Every person has the right of education. I’m a person and I don’t want that someone treats me as if I am of a lower value than others because I’m normal like anyone else. Everyone has his disability, of some it’s visible, and of some it’s not visible. My disability, even if I don’t pay much attention to it, it creates limitations for me wherever I go. I won’t be able to go most of the outings as they are not held in accessible places. Not even outings are recorded, let alone how much she’s going to record a lecture for you. Sometimes it’s lack of thought as when you’re a normal person in inverted commas, certain thoughts won’t cross your mind. When you’re a person with a disability who experiences disabling barriers every day, you’re going to open your eyes more on those things. The problem is that I won’t always have an operation in the same hospital as sometimes I’ll need to travel to Malta. To my knowledge, there isn’t the service of home tutoring at post-secondary level. If I’ll have my teacher talking to me virtually, that will help me a lot. If the LSA (Learning Support Assistant) is sick, I’m not able to come to school as there isn’t a pool of LSAs. I’ll be absent. I’m fighting for university to provide me with an LSA as I need it. Because I cannot write with my hand, I had software. But when I went to ask my hand therapist, she told me, “I don’t know anything about it”. Who did the programme for me, he told me, “Heq, it doesn’t recognise your voice, we can’t do anything!” I never went to a club in my life as they are not accessible. I think that it’s an experience that I have a right to enjoy. Not staying at home! The school didn’t have serious problems. Usually, only one flap is opened at the main door. If the other panel is not opened, I’ll have to stay waiting so that someone notices me and opens the door for me. The classroom doors are all narrow. I use the platform lift, but it scares me a bit. It shakes and at times, if I won’t notice that someone switched off the switch from downstairs, the lift won’t operate. At school, the lift has a key, but I can’t insert it because of my hands. For a normal person if the button will be up here or down there, it’s a waste, it doesn’t matter. Why don’t we use ramps to get the person out independently in case of a fire? We are only dreaming! The teachers help me a lot. Sometimes you’ll need individual attention. I prefer to stay with the same teacher as you’ll get used to his method. The person would have got used to my disability as well. At the end of the day, it’s teamwork because if you won’t have a good relationship with the teacher, you’ll have a hard time. I had teachers who respected my disability and myself, but I had other teachers who either their way or the high way! The major challenge was communication I guess because some teachers didn’t really communicate. They just gave me the homework, did a cross or a very good, but that’s it!

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Even the students amongst themselves as it’s one thing seeing the person and the wheelchair only and another seeing the abilities of the person. I’m being supported. I think that the thing that helped me mostly during these times were the family, friends, close friends, and those people with whom I had a relationship as those help you physically and mentally. I think that they are accepting me, but it is step by step. It’s not something that you’ll click your finger and you’ll get it. It’s also dependent upon the disabled person’s approach towards others. I think they’re not even seeing my needs so much so I’m an equal candidate like others! In case of the school, yes as in the exams there are principles of inclusive education. As regards MATSEC (Matriculation and Secondary Education Certificate) (board), I don’t think so. A normal girl won’t have these things and papers and certificates that you need to do. I used to miss many lessons to do the certificate that I am stable to do the O-levels. This means that although we say inclusive education for everyone, in the eyes of people, disabled people aren’t like everyone. I think that the people who can speak mostly are the LSA and the school, as the student is at school not with the psychologist. As the school can issue a certificate that you’ve passed from the examinations, I think that it can give a certificate that you can do the upcoming examinations. And I think that if the person asked for access arrangements since when she was young, her difficulty isn’t going to change from day and night, they’ll remain mostly the same. The most that could happen is that they’ll increase not decrease! I know it because it happened to me. Some years ago, I could write, today I cannot. At the moment, I’m working hard so that I’ll be given the permission for the A-levels. The statement of needs report expired. I’ll have to do it by force for two months. About 30 sessions, 800 euro for a report, from my pocket. Sincerely, I don’t agree how the system is. They see what you need, not what you’re feeling as a person. The person who can’t pay, what is he going to do, remain without exams? There are government services, but with a waiting list. Something has to be done as it cannot be that if you don’t have money to pay, you’ll remain without exams, as without exams you won’t find work. All the family needs to do a sacrifice for me so that I’ll do the exams. They ask you questions, but the psychologist does the report. Generally, the student does not have a say. MATSEC (board) does not listen to the student, but to the psychologist. The board decides upon the report of the doctors. I won’t tell what I need. The doctors should state that I need certain things. I won’t have a choice. Access arrangements, I have the scribe, large print, and I’m always recorded. Sometimes I had a reader as I’m dyslexic too. Extra time, 25% in every paper. I have what I need in all subjects. I think that the student shouldn’t be pressurised so much to pass the tests, simply to be able to sit for an exam. I did it once already, and the pressure that you’ll start feeling while she’s testing you, it’s like you’re doing the exam that you have to sit for. I don’t think that it’s fair as at the end of the day, what I would like to sit for are just the A-levels. Don’t forget that you

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have to study for the A-levels. On top of everything, you just need these during the A-levels or O-levels! Don’t forget that we’re still during adolescence. Some students won’t be able to take on that stress mentally, so you’ll be breaking them by a simple statement that someone else has to do to judge you. You are not judging yourself as a normal person is supposed to do. You’re finding someone else judging you instead. As I have control on whether to do the exam or not, I should have a choice how people are going to judge me. We’re breaking the boundaries. A person with a disability has the right and the reasoning to think of her needs. I cannot enter the examination centre. So, my exams take place here at school. Certain rooms won’t be suitable for me, like I won’t be able to wheel under the table. They would have to arrange the setup at that moment, with a lot of panic! I don’t think that it makes sense during all that tension. You won’t start seeing the paper! If they won’t have, I would stay without a table. It’s not the first time. I have a right to have a table! For them you’re just a number. I think that all those things affect the person whoever she is, not because the person has a disability. Since I cannot write, I speak aloud to give the answers. I would be in a class on my own with a scribe and with an invigilator. That doesn’t help either. Don’t’ forget that you have an LSA hearing you, the tape recorder and the invigilator. This means that you’ll start doubting yourself. The tension will increase. Don’t forget that you would have been used to a certain system and if the system changes you’ll shock the person. It’s very difficult to explain what you have in mind since the person who would be with you won’t know Maths and Physics. At least, if I had to tell him write for me alfa, he would know how to draw it. At times, I take half an hour to explain. Imagine these two hours if you’ll have four diagrams. I suggest that if you have Italian, at least the person who’s going to be with you would know the basics of that subject. Not to help you, but to understand you! I don’t want to offend anybody, but certain people who apply for invigilation would be a bit senior in their age, the vision would have reduced, the hearing would have reduced and I, during the exams, I would sweat to try and pass the exam! I’m fed up fighting for the same thing. Don’t forget that you won’t know the person who’s going to be with you for the exam and you have to write about three writing tasks in three hours, about three pages each, as I have just done. It’s not easy for a normal person, let alone for a person who has to speak all the time. At the end, you’ll get tired! For the exam of a subject, I have coursework, in certain subjects, I had orals. I think that it helps, you’re in front of the examiner, he’s seeing you face to face, and he’s seeing what you know. I think that it’s quite fair. At times, I had a hospital appointment. I had occasions when the doctor came from England during the exam or exactly before or after the exam. In the morning, I’ll go and do the tests and in the afternoon, I’m doing the exam! I don’t think that it’s fair on you, on your body and on you mentally. And for the resit you’ll need to repay! We’re saying that whoever has the money goes

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to school, whoever doesn’t have the money stays at home. Imagine that I have my father on social welfare services and I have to pay. It’s true that we have the smart card (debit card to buy goods), but for how long will the money last? I think that if I had my father bedridden, I would prefer to go to work to earn some money rather than come to school.

Figure 9. Alessia’s story.

Elena’s story I don’t talk a lot about my disability with people. You’ll be afraid that maybe they’ll treat you differently. As such I think that not even my friends know about it. Disability is something that you’re not being normal, mentally or physically, something that is forcing you not to live like someone else. Up to a certain point, it’s a barrier. If I want to read a sign on the other side of the road, it’s a barrier for me. There are those who can live with it and others who can’t. So far, it’s not making a difference to me. Basically, you need to live with it, by force whether you like it or not. There’s nothing that you can do. But I still wake up in the morning and I do my things like anyone else. My mother and father, they always tell me, “You could have done better.” They tell you, “Try again.” I mean they help you in that way. But I think that you have to put effort too. You need to start thinking positively. You need to fend for yourself. Previous students with disability sort of pave the way for someone else. Inclusivity is a culture, sort of the habits of people. I don’t think we’re good. Since I’m asking for help, I still feel I’m at a lesser level than someone else as the others just cope with what they have to do. Inclusive education means that everyone has the right to learn equally. If you have a problem, you won’t go through hell to get what you need. For me the fact that I’m in a class with my friends, it’s better than if they locked me up in another room with three others. Chemistry and Biology, you’ll have that group for example. At English there is that group, sort of you’re sitting next to different people. Without wanting to, if you’ll have to work in pairs with them, you’ll talk to them. People who know me sort of they’ll start thinking a bit before they’ll speak. The people around you have to help you so that life would be better, but it can’t be that they’ll turn the world around so that I would be preferred from someone else, as then we’ll be putting people on a pedestal. But there is the need of help and changes, may be ramps. There has to be access. If there are only steps, I’ll have to ask for the help of others. In fact, you’ll be creating more disability as you’re forcing someone to beg for help to do something. It’s not a right of someone who has a disability only. It’s everyone’s right. Some time or another you’ll need to go up a ramp. I think it’s more according to the type of disability that you’ll have. For one’s welfare, if I won’t be able to continue with the class and maybe the teacher won’t be able to cope with all the students, it’s better to have individual attention. It’s fine when an LSA (Learning Support Assistant) is needed or when for a lesson they’ll go to other classes, but then not like

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locking them up and you won’t leave them to make friends as I think that’s the worst thing you could do. You’ll put them on their own, and then you’ll pretend that when they’ll be eighteen, they’ll get out as part of their natural transition. How can it be that you never learned with other people, then I have to go and meet other people? He’ll have a big shock. I think there should be collaboration. If a school absolutely doesn’t give you the opportunity to enter the normal class, without wanting to, you’re already not included. You have to teach since childhood. To segregate them, and when they’ll grow up, they’ll come here and see different things, it won’t be something normal for them. They wouldn’t have habituated. I just need either to stay in front or ask when I don’t understand. As such I’m not disturbing others. Me and my mother had spoken to the Principal because I don’t see from far away. If I’ll need assistance, I can go to room 103. He told us that he was going to tell the teachers, but no one knew that I had to stay at the front row. They don’t consult me. There wasn’t much communication. If there are two or three who have additional needs, the teachers need to know about them. They have to be prepared for everything, not because it never happened, it’s not going to happen. I think the lecturers don’t have much training on certain aspects as sometimes they won’t know that there are those things. You cannot come and teach these teachers only and the teachers who come after, you won’t teach them or you’ll expect that they’ll get to know on their own. I think you always need to tell as if you’ll need something different, at the middle of the year, maybe it will be more difficult for someone to help you. But then it shouldn’t define you. There are those that if you’ll tell him, they’ll treat you differently. It’s nice that they would want to help, but sometimes you’ll need to remain at the level of others as people would say, “She’s favoured because of that.” I was sick and a friend of mine gave them (the notes) to me to photocopy them. We were at the lab and to the one next to me I told her, “May I copy when you’re ready?” She told me, “Come on, do you have to ask me? Isn’t it obvious that you can copy it.” Sort of they’ll get used to me. I have one friend who has been with me since Form 1. They’ll help you in everything. You’ll appreciate those things as otherwise you’ll need either to stay next to someone or you’ll need to ask the teacher and you’ll get annoyed in front of others. I reciprocate, for instance, some ask me, “Listen what’s that?” And if I’ll be able to tell him, I’ll tell him. If you are inclusive, for example, if I want to move at the front, I won’t have a hard time, or worry that if I’ll tell them, they’ll snub me in front of people. I had teachers, “Are you seeing with this, all right?” Without wanting to, you’ll be shy. I never stopped them from doing the lessons. I’m not increasing time for lessons as I write normally. I give homeworks like the others. I don’t feel of more value than others, normal, I have the same rights, the same responsibilities as everyone.

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I think the lecturer should not be one that if she sees someone who isn’t doing so well, she’ll just give up. You have to see if there’s a problem. Up till now the lecturers were always helpful and when I don’t understand, I’ll either see from the one next to me or if it will be a long sentence I’ll ask her, “What’s that?” Power Points, some of them will be in a small font, for example the diagrams, the labelling will be small, notes incomplete. They’ll be very faint. We have the VLE (Virtual Learning Environment), and we’ll tell him, “Can you upload them on the VLE?” He told us, “No, as soon as I’ll turn, you won’t see them again!” I’m afraid to complain about a teacher. You’ll get annoyed telling them to write bigger. For many times, “Sir change a bit the colour as it’s not showing.” The more you’ll hear people saying the same, you’ll say, “So I can say it. It’s not something that it’s going to make a difference to him.” I don’t want to be in the limelight. For me a small group of about 25 mostly 30. If I want to ask a question I’ll start saying, “I’m going to disrupt all these students.” Many teachers they’ll tell you, “Few questions.” But you can’t blame them as they have the syllabus to cover. If you’ll have a good relationship, it will be the most beautiful thing in the world, but if you won’t have a good relationship, it’s better that for each subject there will be more than one lecturer. For the second year I had new lecturers. During the first lecture, she told me, “Why are you with the fringe, are you blind?” At that moment, in front of the class, I could not tell her “Yes.” I didn’t speak. The second time during the same week, she said it again and then I told her afterwards. She told me, “I didn’t know.” She should have asked me. As she said it in front of the class, you’ll be shocked. Twenty persons faced me and what am I going to tell her? For the MATSEC (Matriculation and Secondary Education Certificate) access arrangements, I applied at the beginning of the year and not long ago, a month, mostly two, I was granted the access arrangements. This means that we didn’t know what was going to happen before that. You’ll feel a bit strange that you’re asking for help, but first they need to interrogate you. You have to pay attention too as if I’ll tell them, “I felt comfortable with an A3, but maybe with an A4 I would have coped just the same,” they’ll tell you, “So you may not have it.” You have to tell them, “Listen I truly need them.” I only asked for the paper to be enlarged and extra time, and they gave them to me. The fact that you have the opportunity to ask for something is enough. They’re already paying attention to whoever needs it. Since they printed the paper on an A3 and they did not print it double sided, I can turn it and leave it hanging and no one is going to copy. They drag the exams too much. We have Paper I and Paper II and they are of two hours each. Your mind is going to get tired. For me, the fact that the assessments (school-based) are part of the exam, they saved me. But some of them, one test counts for the assessment, if you’ll do badly in that, you failed. In an exam (school-based) there was a mistake and we didn’t know about it because you’ll be separated from the others. If I did it, what would have happened? They should have someone, “You’re going to be assigned for these, if there’s a mistake go and tell them immediately.” For MATSEC (exams), the best is to stay in the same school with my class.

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When I found out that I wasn’t going to be with my friends, without wanting to you’ll feel more stressed. I’m more comfortable to be in a class on my own as they won’t stay looking at me. If the invigilators tell me, “You have 15 minutes more”, your friends would tell you, “You have 15 minutes more.” Since I didn’t need the extra time, I didn’t use it. If you are going to write it on my certificate, it’s useless and the enlarged paper, there was nothing written on it except for the question. I studied like others. Let’s keep the point that access arrangements are a tool to help you. I don’t know what I’m going to choose at university. There has to be more information. I think companies need to widen opportunities rather than closing their doors for you immediately. When I’ll come out of university, how am I going to get the experience if he doesn’t want to employ me without experience? Most of the courses don’t have a job placement.

Figure 10. Elena’s story.

Marie’s story Education is a right. It’s important to consider the case as if they got me out from mainstream, I would have found it very difficult. The benefits of inclusive education, they are socialising amongst each other, persons with disability are getting to know the real world. Many of them would be sheltered by parents. The other students are getting to know different people. They’ll become more conscious, they’ll become more informed. I’m lucky enough that I see both worlds and I’m part of both. The word disability doesn’t have to be a negative. People make it a negative. There is a saying, “You’re only different as long as society allows you to be.” The thing is that a person becomes defined by society. Basically, your status is according to how society decides it, not according to how you are as a person. A lot of progress is going on, but we still have a lot to achieve. There is the need for much more awareness even in schools. We’re different, but our differences should not result into discrimination. I speak about my disability openly as I don’t find it as a disadvantage. For me the only outcome that there could be is that people would learn from it. You cannot see your ability without considering, “Listen I can arrive until here.” Otherwise you’ll end up with a number of consequences. On the other hand, you cannot say, “Look I cannot do that for sure.” In life, you need to try. You could have a student who can cope alone, but if he doesn’t have accessibility, you’ve stopped everything. I’m not expecting that the school has to adapt for everything I need. But I’m not saying that nothing should be done. There should be access of information. I’m not expecting that a fig is going to fall into my mouth, but to know where the fig is, you need to tell me where the tree is. When there is something which isn’t right or when there would be something good, I’m not going to let it pass as it’s going to affect others like me. I went to the library of here (sixth form) and the university. They neither have audio books nor eBooks. At sixth form, there should be assistive technology to help the students. If you’ll have the schools in contact

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with each other, there would be the sharing of ideas and the sharing of resources. I didn’t have an orientation visit. It would have been much easier. At the beginning of last year, they provided me with an LSA (Learning Support Assistant). Her first experience as an LSA! She used to ask me what she had to do and I got confused. Having an LSA at sixth form, it depends upon the case. If it would be a case like mine, I don’t agree to have an LSA as today we have means to work with. Something else, you’ll be decreasing his independence. You need to encourage him to go from one class to another alone. He has to fend for himself. At sixth form maybe you’ll have those sixteen, seventeen years, at the work place, where is the LSA going to be? At secondary level, when you’ll come closer to Form 5, the LSA should start preparing the student to sixth form. I felt a big difference when for eleven years I had an LSA and suddenly I ended up alone. I felt a big leap. It was difficult. When I entered here (sixth form), I started to get used to go and ask by myself and if I’ll need something, I’ll look it up. I should tell them that I am visually impaired. First, they’ll be alerted so that they’ll be able to prepare from beforehand. And secondly, why not? It’s nothing to be ashamed of. Here you’re a student like anyone else. If you’ll need anything, fair enough, we’ll help you in your education. But if these students gave the homework on this date, try to give it on this date. That discipline is very important. They had to change the classes for me. Now they’re all on ground floor, it’s easier for me to go from one class to another. I didn’t have anything to complain about. The Administration, they always told me, “Tell us what you need and we’ll do it.” You cannot be shy as at the end of the day, you’ll suffer and it will affect you. The student who’s over eighteen years cannot remain clung to the parents. I find problems from arrogant students, but there would be the security personnel. My mother always tells me, “You’ll find these things everywhere.” Now from these experiences, either they break you or they continue to help you grow. As I’m First Year repeater, I changed Maltese since a screen reader that reads in Maltese was issued at the end of last year. This year I feel much better. I know where the classes are by heart. This year I started using the VLE (Virtual Learning Environment). If the notes would be in PDF format, I cannot read them. In PDF format, they’ll come as an image. It does not read Dot.doc either. It reads HTML. Your presence within the school is creating awareness by itself. I think that communication amongst the students and the lecturer is very important. Last year I had a lecturer. He found for me an audio book and he sent me the link to download the audio book and because we couldn’t find the second book in an audio version, he sent an email to all the students. He told them, “We need some volunteer readers to read a book.” There were many volunteers and I have the recordings of different students. I was impressed. Even the lecturers, when they upload something on the VLE, “Listen could you read that?” Last year’s lecturers got used to me. But I even had many lecturers who used to write on the board and I sort of, “Sir!” Now they’re using the projector quite a lot and for me the projector is useless. But there are lecturers who are sort of realising. They’re reading and I’m

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recording and writing at the same time. There are going to be alterations, but those alterations could be for the benefit of the school and the students. Many teachers that I met at sixth form told me, “I’ve never had a special student in my class.” At times the teachers ask me, “Listen what do I need to do?” They are learning different ways of teaching to accommodate different students. Maybe a bit of a disadvantage perhaps in the beginning as the teacher would be confused. He won’t know how to behave. He would be afraid that he won’t manage to give the same service. They won’t be prepared. They won’t be experienced. It’s something new for them. I think everyone needs training, in every sector. If the students, more or less are on the same level, the lecturer is going to waste less time explaining. At first, I think that when they saw me coming, they had a shock. But I think they got used to me. The fact that you have these groups and places where the students can meet makes a difference. I have a friend and we’ve been in the same school for thirteen years. Last year we had lectures together, we were like sisters. Last year I made friends quicker for the fact that I had lectures with my friends. This year I missed my friends. I take longer to study. I do pause and rewind because there would be someone talking next to me. It’s useless telling them, “Listen I want to record as when I arrive at home I have to do the work that you’re doing right now.” Nothing, they won’t understand it and I don’t blame them. It’s something new for them, but it affects me a lot. The other problem that I have is that while the lecturer is talking, I have to listen to the computer talking too. You have to understand in order to be understood. There would be students who are afraid of talking to me. They’ll be afraid of saying something wrong and I’ll be offended. Sometimes I’ll turn and smile to them, then they’ll come and talk to me. Even while entering a class, “Listen the desks aren’t in order, do you want me to help you arrive wherever you want?” Normally I sit next to an electrical point because of the laptop. If I’ll have friends in class, I won’t go to the lecturer. I’ll ask, “Listen did you take this note, what did she say here, what did he mean?” My friends even of other classes who have the same subject help me. I’ll have a one-to-one invigilator. But she’s not next to me as for the O-levels who used to see what I’m writing. I just needed extra time and a computer that reads the paper for me. What I needed, I found it. I’ll be in a room on my own. I have extra time and I use it for everything. Even if I’ll be looking for a key, I have Window Eyes installed in the computer of where I’ll be sitting for the exam. It’s a speech synthesiser. The laptop belongs to the school. There would be the paper on a Word Document and I just need to write between the questions. Then a technician comes, he saves it on a pen drive and prints the paper as it is. It’s a very good system. Even if you’ll have a technical problem, he helps you. If you’ll be with the other students, the first thing that would come to mind is that I’m not going to disturb the others. I’ll remain with it. I’ll see what I can do. The system that I’m following now beats a scribe, a lot. The scribe literally is seeing what I’m writing and I’m like with a rope around my neck.

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I cannot work out diagrams and it’s not fair that they remove the diagrams for my sake when there are other students who are studying them. Right now, when I have a diagram, I skip it and then the marks of that part won’t be counted. I think it’s fair. But I have less work to do from someone else which isn’t fair on the other students. I don’t have a problem with a written exam. If there would be an oral, it’s always better as you’re not going to worry. In an oral, you always have a fluent conversation, but I don’t have any preferences. You’ll receive the index number by a letter. The only problem is that a person like me, let’s say I live on my own, how are you going to read it? It’s a good system to send letters at home, but if they had to send an email, it would be better, us students we all have an email account. Of MATSEC (Matriculation and Secondary Education Certificate) (exams), I don’t have an idea how to apply! At MATSEC, I spoke to him when I had the O-levels. The school administration and even from the side of MATSEC, at least in my case, they see what they can do to help the student. They’re working hand in hand with the student, “Listen, what do you need?” You’re encouraging the student to speak up. When you’re given the opportunity, you have to use it. You shouldn’t say, “Listen I’m not going to speak as I’m shy.” At the moment, I’m doing the same subjects, but I’m studying at home and I’m going to do the exam as a private candidate.

Figure 11. Marie’s story.

Melanie’s story Inclusive education is beneficial as you won’t feel different, you’ll feel like the other students. If you have something different, it doesn’t mean that you have something bad, or you’re less than others. You are equal to other students. I experience the culture of inclusivity, but there’s work to be done. I feel as an asset as the ones around me won’t say, “Look at that one!” It becomes within the norm. Sometimes I feel as a burden as they have to do the access arrangements. To have a disability does not mean that you have less ability, but you have a different ability than someone else. Society makes you disabled as it won’t see you in the same way as someone else. Certain people as soon as you’ll mention persons with disability, they think that you’ll stay locked up at home. But the fact that you’ll be in society, you’ll be living with them, that makes the difference. I feel that we have a backward mentality, we’re still something different. There are youths who speak with arrogance. Although you’ll try not to pay attention, it’s not easy. Now either you’re going to let it to break you or you’re going to adopt a positive approach towards others. There’s nothing accessible. It’s serious as I’m going to be a young person once. It’s very frustrating. Here, at sixth form, you’ll develop your identity as you’re not a number. You’ll feel part of this school. For a lecturer to ask and tries to help you, well and good, but not making preferences because you have different needs. That is something that annoys me. If you won’t be understanding the lecturer, it’s better that she’s changed the following year. I don’t have any special help during the lessons. I’m like a normal student. With other students, there isn’t that bond with the student, so I should be like other students.

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I focus on my abilities. If you’ll keep on saying, “No, as I can’t do that,” you won’t achieve anything. You need to think about what you can’t do too, but you’ll find another road to succeed. I speak about my disability. If everyone talks about his problems, why should I not talk about my disability? Someone who hasn’t ever spoken to a wheelchair user, won’t know, won’t even realise the difficulties that you’ll find in everyday life. My friends tell me, “Before we didn’t see life like this, now we are more conscious.” If I didn’t go to a mainstream school, for sure I wouldn’t be the person that I am now. I think that things have changed a bit. Before it was more a taboo that a person with a disability goes to school with other persons. When I entered sixth form, I couldn’t expect that the system was going to turn my way. I had an LSA (Learning Support Assistant) since kindergarten. You can imagine what a big leap. Eventually, I wished to be independent. I wished to be like others. No one has an LSA and why should I be different, not having my liberty, independence and privacy? I’m very happy. We talked to the Administration and during the Open Day, I came with my mum to see the school. We did a meeting and talked about what could be done as regards accessibility both academic and physical. As regards time-table, I’m like other students. With regard to room allocation, they planned that if I have two lessons after each other, they’ll be on the same floor or one floor difference. My parents support me all the time. They help me to see things from a positive light. My friends too, I talk to them openly. They give me advice and help me to be positive towards life. Friends give you the notes even when you won’t come to school. Sometimes it affects my friends. They have to come with me as I can’t go to the stationers on my own. You feel a sense of guilt that you can’t go alone as there are steps. Whether you like it or not, you have to depend on others. When I get tired travelling from one block to another, my friends help me. There was a power cut. My friend helped me and I went down the stairs standing up as I walk a bit, very little as I get tired. There were two students who got the wheelchair down and there were security personnel who offered their help. Even the cleaners, they press the button of the lift. There’s conscience! There wasn’t a ramp in front of the library. We talked about it and a ramp was made before I entered. They shortened the sleeping policeman as I was getting sideways. You have to go all around to enter the building. I couldn’t go alone outside the building. My friends need to lift me from behind as there are so many big holes. It’s impossible to pass and there was glass. I’ve been telling them about it. When they arranged things for me, I really thanked them. If they weren’t these things, this sixth form experience would have been much more difficult. If you’ll be applying with the school, the Administration gives you a paper to fill-in and they’ll send it to MATSEC (Matriculation and Secondary Education Certificate) (board). If you’ll be a private candidate, you’ll have to go to MATSEC and fill-in a special form. I agree with the MATSEC system

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as there are people who take advantage of the situation. Usually they give me 25% (extra time), but they gave me 50% since for the O-levels, they used to give me a scribe. For A-levels, they don’t give it, so he told me, “I’ll arrange for you to have 50%.” I have a rest break and as I write slowly and get tired, I have more time. The MATSEC exams had a lot to undertake. I had a problem. They didn’t want to give me extra time for the first exam. In fact, they didn’t give it to me. I didn’t manage to finish. In the papers I have written, ‘Extra time which may also be utilised as rest breaks’. The supervisor told me, “No those can only be used as rest periods.” I’m telling you, the first exam was a disaster. Frightening. She took time from my exam. I really got mixed up. I blanked out as my mind wasn’t on the exam. I complained. For the statement of needs, I did tests. You shouldn’t need to redo this process every two years! If you needed it two years ago, there isn’t the possibility that you won’t need it. It’s not worth going through all this hassle. Even for my mum who drives me here and there. The psychologist and the physiotherapist were paid by the government. There are people who do it privately as there’s a waiting list. It was like an exam as they ask you to write, “If it will be the last half an hour of an exam, how will you write?” They’ll see if you’ll write carelessly. You have to write an essay. Although they’re small things, but you’ll still feel the excitement. The psychologist didn’t ask me. He asked questions to my mother and the school that I used to attend about what access arrangements I had for example extra time. What I take at school, I take at MATSEC. That’s why I believe I don’t have to pass through this board. All the examination centres had a lift. I had a standard desk. I prefer them a bit slanting as I don’t reach well. I don’t agree that the access arrangements will be written on the certificate as it’s like you’re labelled. There are many people who think that because you have extra time, you have an advantage on others when actually you’ll be at a disadvantage and you’ll be coming at par with others. The exams are after each other. It helped me a lot as I’m not going to study and then a week later I will have to do revision. At university, you don’t see many students with a disability. When I got here, at university, we met the person in charge. I feel that an LSA gets you less independent. Are you going to have an LSA at work? Maybe an LSA could be by choice. University helps you to become independent and be ready for employment. The lecturers give the lectures just the same. I think there’s always room for improvement as not all classes are accessible. We have a presentation. The place where we hold the lectures is like a theatre and with steps. So, I can’t go up. I can’t give the presentation with others. You have to think about these things. When I told them and they made accommodations for me, I felt included. They do replacement lessons in classes which aren’t even accessible and sometimes they can’t change it. You have to repeat certain things for many times. Although the person in charge manages, but if they’re more considerate, if there’s enough awareness, these things would come to their mind in the first place, you don’t have to tell them.

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Certain teachers don’t expect to see a person with a disability especially when they’ll be new. You’ll see them looking or staring. I don’t think that they’ll be trained. There are ones who do not provide slides or leave the slides flipping and he talks on something else. So, who can’t see is losing what’s on the slides. I think there’s a lot to be arranged. Many times I type the notes. When I don’t catch up, I have permission to ask the lecturer to record the lectures. There are ones who immediately without any problem help out and then you’ll find those who want to follow the rules, but I have permission. The lecturers then they realise what has to be done as they would have got used to you. But from the first semester to the second semester they’ve changed. I’m widening their horizons. I’ll be at a lecture and I’ll transfer myself from the wheelchair onto a chair on my own. They remain staring at me! They remain amazed! As time passes, it’s becoming something which is normal. They’ll get used to you. At first, I was a bit shy, but then you’ll get used to it and if you won’t do that, they’ll remain thinking the same, so why not? There’s a lot of stereotyping. It’s like a circle. The student needs the support of the family and friends. When you’ll mix with people, when you’ll have friends, it helps you emotionally. If you won’t realise your aims with the resources of the family and the institutions, you can ask KNPD (Commission for the Rights of Persons with Disability) and they’ll help you. At university, I don’t know if it offers job placements. I still work at a supermarket. I enjoy it. It helps me as you’ll be meeting people. For the access arrangements, the person who works here helped me a lot. They gave me 50% extra time and the venue would be accessible. I think that for students with a disability who would need help in the future, it’s useful that they talk. Otherwise many problems and complications would crop up. They will say, “How they didn’t tell us before?” The student would also put his mind at rest as they would know about his situation and what he needs to cope better. I believe that if you’re going to place a person in a school, the students around her are going to be different. That’s how you’ll become included and their values would be strengthened. If I stopped school at secondary level, the library (at the sixth form) would have remained without a ramp. Now who comes after me maybe he’ll struggle for other things. You can’t be egoistic. To make my voice heard, apart from being a right, I think that it’s my duty as even if I’m not going to use it myself, someone else is going to use it.

Figure 12. Melanie’s story.

6.2 The quantitative strand – The Questionnaire

The use of a quantitative tool enabled me to check my assumptions and

subjective axiological biases with regard to inclusive education. As indicated in

chapter 4, the questionnaire was designed to respond to the first research

question. Its aims were to assess barriers and enablers within secondary

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schools and to obtain knowledge about the students’ knowledge about further

education institutions and their aspirations. The “descriptive” method of

analysis comprised summarising data into frequency tables and charts to

discover trends and patterns (Teddlie & Tashakkori, 2009, p. 257). Eight males

and six females answered the questionnaire. The responses indicated that the

feedback was obtained from students attending four different church schools

and eight state schools across Malta and Gozo. The most common reported

disability was hearing impairment (6 respondents/42.8%). The second common

type of disability was cerebral palsy (4 respondents/28.5%). Some of the

respondents had multiple impairments. The findings are presented below.

6.2.1 Environmental aspects that foster inclusive education

The results as illustrated in Table 5 in Appendix 8 and Figure 13 indicate

that participants experienced environmental accessibility in schools. In some

schools, there is still room for improvement to ensure equal freedom of

movement. The majority (10 respondents/71.4%) of the respondents used the

school transport. The remaining four respondents (28.5%) either used private

transport, transport services for disabled people that is financed by the state or

have a short walking distance to the school. The availability of a parking lot

reserved for disabled people outside the school entrance/s was lacking. Eight

respondents (57.1%) believed that the school should be environmentally

accessible. Data suggested that respondents with physical disability were at a

higher risk of facing environmental disabling barriers than persons with sensory

disability.

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Figure 13. Environmental access in secondary schools.

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6.2.2 Social aspects that foster inclusive education

Table 6 in Appendix 8 and Figure 14 reflect that the school personnel had

a pro-inclusion attitude and were approachable. Nine respondents (64.2%)

claimed that the school personnel valued the need to consult them during

decision-making. They also stated that they were informed about the person/s

whom they could contact in case of difficulty. More inclusive strategies need to

be planned so that all students would be involved in class and out of class

based activities as only ten respondents (71.4%) reported that they attended

school excursions. Nine respondents (64.2%) were in favour of going out of

class for tutorials. Twelve respondents (85.7%) considered themselves as an

asset to the school and all respondents stated that it was their right to receive

education in mainstream schools.

All respondents except for one were supported by a learning support

assistant. Four respondents (28.5%) indicated that they stayed at home when

their learning support assistant was absent even though they were fit to attend

school. Thirteen students (92.8%) stated that they spent break time with their

peers and participated in group work. However, ten respondents (71.4%)

reported that none of their friends called them when they were sick. Ten

respondents (71.4%) indicated that they were not bullied at school.

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Figure 14. Social inclusion in secondary schools.

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6.2.3 Educational aspects that foster inclusive education

The results in Table 7 in Appendix 8 and Figure 15 show positive, realistic

inclusive trends. Teachers and school personnel provided support and liaised

with parents. Eight respondents (57.1%) received specialised educational

support apart from that of teachers. Twelve participants (85.7%) attended

Individualised Educational Programme meetings. The respondents indicated

that educators invested effort not to discriminate disabled students and gave

individual attention as required. The educational support was considered

beneficial as twelve participants (85.7%) felt that they could reach their full

learning potential. Collaboration and effective communication amongst

different stakeholders were reported as beneficial to improve quality in

education.

Some respondents reported that they did not feel that examinations were

designed according to their needs. They preferred having different summative

and formative examination strategies. Eleven respondents (78.5%) preferred

that administrative personnel disclosed students’ impairment with respective

teachers. The availability of technological equipment in schools was

recognised by eleven respondents (78.5%). Ten respondents (71.4%) did not

prefer to attend a Special School/Resource Centre. This evidence triangulated

with claims in chapter 6, section 6.2.2 in terms that the participants preferred

to be with their peers with whom they grew up during primary and secondary

schooling. Nine respondents (64.2%) intended to sit for the Secondary

Education Certificate, a Maltese 16+ examinations (as explained in chapter 2,

section 2.5). The school personnel provided support to prepare the necessary

documentation to obtain access arrangements for the Secondary Education

Certificate examinations.

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Figure 15. Educational access in secondary schools.

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6.2.4 Further and Higher Education

All respondents indicated that they wished to further their education at a

post-secondary institution. However, three respondents (21.4%) claimed that

after Form 5 (last year at a secondary school), they will be attending a

Resource Centre referring to the Young Adult Education Resource Centre.

Some respondents preferred to attend further education vocational courses.

Seven respondents (50%) aspired to attend MCAST because there are many

courses; it is the place to study for a diploma in a vocational field (childcare,

information technology, hairdressing and engineering); they have friends who

attend the College and the courses are accessible to different learning styles.

One respondent (7.1%) hoped to attend the ITS as it offers courses for chefs.

With regard to academic courses at further education level, one respondent

(7.1%) wished to attend Giovanni Curmi Higher Secondary School. A Gozitan

respondent indicated that Sir M Refalo Post-Secondary Complex is the only

place where one can study subjects at Advanced level in Gozo. Another

respondent aspired to attend the University of Malta Junior College.

The knowledge about the services and facilities offered at further

education institutions varied. The eleven students (78.5%) who wished to

attend a post-secondary institution rather than the Young Adult Education

Resource Centre at Wardija commented that they liked these institutions

because they have a positive perception about the way knowledge and skills

are presented to students; the place is accessible; there is the opportunity to

sit for Secondary Education Certificate examinations and students can avail of

the services of a learning support assistant. However, six respondents (42.8%)

stated that they did not have any information. The three (21.4%) respondents

who intended to attend the Young Adult Education Resource Centre

commented that at the centre, students have hands-on activities and craft work;

the centre prepares young adults for work and gives training in life skills.

Another one (7.1%) remarked that more information needs to be disseminated.

The three respondents (21.4%) who wished to attend the Young Adult

Education Resource Centre expressed their concerns about the long distance

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that they have to travel daily. They worried about not being accepted at the

Centre since a limited number of students are enrolled. The eleven

respondents (78.5%) who wished to attend a post-secondary institution were

worried about lack of social support to make friends; catching the bus;

environmental accessibility; lack of variety in courses; and lack of support for

persons with hearing impairment. These factors reflect that the respondents

had various perceptions about post-secondary institutions.

Quality education was understood as being given individual attention,

support and appropriate adaptations so that students can reach their learning

potential. The respondents valued being treated at par with other students and

being given an equal opportunity to participate in activities. They emphasised

the importance of being provided with student-centred learning and preferred

to be consulted in order to identify and discuss their needs. Quality education

meant to have schools that are equipped for persons with diverse impairments

and that lecturers are willing, aware and knowledgeable how to create teaching

suitable for diverse students. Further and higher education institutions can

provide quality inclusive education by being better prepared for disabled

students; by providing teaching that suits the needs of diverse students; by

providing diverse courses ranging from academic to vocational ones; and by

providing support according to one’s needs including the provision of a learning

support assistant. They also recommended the provision of courses where

disabled youth are in mainstream classes; by having accessible classrooms

and with facilities for students with hearing impairment; and by having similar

services as in the secondary school.

The educational expectations were that the lectures include hands-on

activities so that they would be able to show their abilities. They expected that

lecturers are professional and can recognise students’ abilities. The

respondents expected institutions to have diverse courses in level and genre

so that students can further their education in what they are good at.

Educational institutions need to be equipped with technological equipment as

students learn in different ways. Books that are interesting to read are useful

too. Learning support assistants were considered important to help students at

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school. Environmental accessibility was expected so that disabled students

would be able to participate in varied activities. They highlighted that rest rooms

should be spacious. Lockers need to be available so that students can keep

their bags. Classrooms need to be large, airy and with plenty of natural light.

Classrooms should be equipped with aids that reduce background noise

especially for students with hearing impairment. Socially, the respondents

longed for a positive relationship with other students and lecturers. They

enjoyed being with peers as by living with others, students would learn life skills

and participate in activities like ‘normal’ persons even of the opposite sex.

Outdoor and indoor areas with comfortable benches enhance communication

amongst students and social inclusion. It was recommended that institutions

could organise social activities where all students would feel welcome. These

activities would create opportunities where students can make new friends.

6.2.5 Conclusion

The survey supported the assumption that more investment is needed to

remove environmental, educational, and social disabling barriers in secondary

schools as proposed by the social model of disability (UPIAS, 1976). This would

enhance social justice and wellbeing of disabled staff and students

(Shakespeare, 2006-a). The respondents believed that it is their right to receive

inclusive education. Dissemination of information to secondary school students

about different further education institutions is lacking. The experience of

inclusive education in mainstream schools has increased the respondents’

aspirations to further their education at further education level. However, the

respondents indicated that their opportunities for attending mainstream post-

secondary courses are slim due to lack of opportunities that match their abilities

and learning styles. It can be argued that the higher the accessibility in schools

as regards infrastructure, admission qualifications and educational services,

disabled students would have a better standing to be given an equal

opportunity to attend further education institutions and obtain qualifications that

enable them to be recruited in the workforce. There is a gap between what is

rightful for disabled students to have in terms of learning opportunities to what

is available to them. Similarly, Magnus and Tøssebro (2014) sustain that in

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widening access to disabled students, it is essential to reduce individual

accommodation that in practice increases inconvenience. Alternatively, higher

education institutions need to invest in creating a more inclusive environment

that is in line with the Universal Design framework.

Respondents’ concerns about further education institutions were more

related to environmental accessibility and transportation to and from school.

They aspired for further and higher education institutions that are more

inclusive for everyone. Respondents inferred that they were willing to develop

their potential, but they are asking for a change in attitude towards disabled

youth that is more humane. The respondents called for more proactive, flexible

and enabling environments and educational systems. They hoped that further

and higher education institutions would focus on their needs in terms of being

adolescents and want to develop social relationships and sense of belonging.

The underlying message is that the idea of ‘one size, fits all’ does not apply to

inclusive settings and that schools should focus on the individual successes

apart from cohort achievements. Learning support assistants’ support was

considered essential for the development of independent living skills and

resilience to face challenges. The respondents were in favour of having one-

to-one sessions, but they also enjoyed spending time with their peers.

Vaccaro, Daly-Cano and Newman (2015) recommend that professionals at the

disability student services should liaise with a multi-disciplinary team to devise

proactive initiatives in terms of programmes, polices and services that promote

self-advocacy, mastery and social relationships which foster the development

of belonging.

In the United States, the Department of Education recommends that for a

smooth transition to higher education, a transition team should work towards

planning an Individualised Education Programme that is age-appropriate and

has transition evaluations related to training, education, employment, and,

where appropriate, independent living skills (Office of Special Education and

Rehabilitative Services, 2017). In this research, it emerged that the involvement

of students during Individualised Educational Programme meetings was

deemed essential as these develop a collaborative relationship between

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different stakeholders to create strategies that are student-friendly.

Consultation empowered students to develop agency. Being informed of a

contact person with whom they could discuss matters gave respondents a

sense of security. The evidence emphasised that respondents hoped for

teaching that is accessible to them and were in favour of summative and

formative assessment. The findings support the hypothesis that there is lack of

information about opportunities at further education and that there are still

environmental, educational and social disabling barriers. Although there are

good practices of inclusive education in secondary schools, more investment

is needed in assisting students during their last two years at secondary level

and during the transition period between secondary and further education.

6.3 Findings of student interviews and narratives

As indicated in chapter 4, section 4.6, twelve semi-structured interviews

were conducted with young adults with physical and/or sensory disability who

at the time of the inquiry were reading or had followed a course at further/higher

education. The findings sought to respond to the three research questions.

There were eight males and four female participants. Their age ranged

between 20 and 40 years. The original excerpts stated in English are inserted

in the text. Those in Maltese or in Maltese and English are in Appendix 9 and

in the text, there is a translated version. A code was given to quotes which had

Maltese words, for example, ‘Q1’ stands for quote 1. All citations of the

students’ interviews were given the code ‘StI’ meaning Student Interviewee.

As explained in chapter 4, section 4.8.5, the narrative inquiry was carried

out over two years. Seven interviews were conducted with four female

adolescent participants with physical and/or sensory disability. In responding

to research questions two and three, as elucidated in chapter 4, section 4.11.4,

Plummer’s (2001) method of narrative analysis was adopted. In transforming

transcripts into narratives, specific quotes were selected and compiled to

present coherent stories that expose students’ experiences of inclusive

education at further and higher education levels. Alessia’s, Elena’s, Marie’s and

Melanie’s stories in the original text, that is, in Maltese and English are in

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Appendix 10 while the translated version is in this chapter, section 6.1. To

facilitate identification, all quotes of the participants of the narrative inquiry were

given the code’ StN’ standing for Student Narrative. The next sections explain

the themes that emerged from the data analysis of the student interviews and

narratives. The data indicated that the participants discussed the politics of the

environmental, educational and social factors of inclusive education on three

levels, namely in relation to the self, in relation to others, and in relation to

educational, assessment and employment entities. The participants revealed

common and singular elements. The age gap between the students who

participated in the interviews and the narratives affected the way participants

reflected on disability and inclusive education. Considering these factors, the

findings are presented separately. Figure 16 presents the main themes.

Figure 16. Factors that affect the experience of inclusive education from the perspective of the student interviewees and narratives.

6.3.1 The politics between the self and one’s identity

Marks (2008) explains that self-determination encompasses key skills

such as self-regulation, self-knowledge, self-reflection, problem solving, goal

setting, self-monitoring, and decision making. The student participants of the

Factors affecting the experience of

inclusive education at

further & higher

education

The politics between the self and one’s identity

The politics between the self

and others

The politics between the self

and entities related to education,

assessment and employment

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interviews sought to be autonomous, determined to further their education and

develop effective self-help strategies and self-advocacy skills. It was

maintained that disabled students need to have a strong determination as many

times due to personal limitations, it takes them a bit longer to achieve

something than a non-disabled person. They also needed to be creative,

outgoing and assertive so that they would be included in group activities. These

self-help strategies facilitated social inclusion and the acquisition of what was

theirs by right. Most of the participants argued that their parents put effort to

bring them up with a positive attitude towards life. Their parents’ support and

activism enabled them to overcome social, environmental and educational

barriers. When they were young, their parents were the main activists who

struggled so that they would attend mainstream schooling. Most of the

participants argued that their parents transmitted their advocacy skills to them

and encouraged them to be creative and flexible in thinking of alternative

solutions so that they would participate in activities with their friends. The

participants acknowledged that it was not easy to believe in their potential and

convince others of their abilities. Developing skills of persuasion and

reassurance were essential to overcome personal moments of apprehension

and when others were afraid of their welfare. Being brought up in an inclusive

environment and an inclusive culture influenced their self-determination which

entailed an ongoing evaluation and affirmation of their perceptions of their

abilities. Self-determination entailed developing psychological strength towards

social and educational disabling barriers that are permeated in language,

environmental inaccessibility, lack of distance learning opportunities as well as

when adults express elements of paternalism, for example by telling them what

they should do and for what type of employment they were good at:

I was brought up to be positive and to believe in my potential. Another thing that also helped a lot was a certain type of activism, both my parents and eventually other people always insisted and fought for me to be given the chance. (Rupert, StI, Q1) I want to contribute, I want to further my studies, I don’t know what I shall achieve, it could be that I’ll pass, it could be that I won’t pass. They are telling me stop. (Clark, StI, Q2)

You have to be very determined. I had to persuade people before I do something. They are afraid and I can understand that. (Roxanne, StI)

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I also worked twice as hard as hearing students as I wanted to succeed and achieve. Not many deaf students manage to do this. (Ann, StI)

Sanders (2006) argues that when parents overprotect their children, they

cause their child to become powerless, be limited in developing advocacy skills

and during their transition to adulthood, they become dependent on others.

The analysis of the interviews in this research revealed that parental and other

adult overprotection has a negative impact on the development of identity,

independence and social abilities during adolescence. Overprotection reflects

patronising attitudes that disempower adolescents. The experience of having

decisions decided by adults also disempowers disabled persons. This reduces

confidence and self-determination in exercising agency. Segregation also limits

young people from developing strategies how to cope with perils. The

consequences are socially and educationally disabling. Conversely, parental

and peer support and encouragement empower disabled persons to challenge

barriers and one’s limitations. The participants claimed that more investment is

needed in training personnel to assist parents in recognising their children’s

abilities and to help disabled persons identify and develop their abilities as well

as supporting their choice of subjects in line with their aspiring career:

There was a certain element of negative attitudes, paternalism, over protection. They offered me Sociology and Philosophy that absolutely I didn’t need. Sometimes we have a tendency that we impose what we think is good for the person. (Rupert, StI, Q3)

I do not agree that you segregate persons with disability in separate schools. … I never had an LSA (Learning Support Assistant) and my parents have always encouraged me to be part of the rest of the group. … My friends are also an essential part as they’ve always considered me the leader of the pack. (Oswald, StI, Q4)

Riddell and Weedon (2014) explain. that students with hidden

impairments are the largest group of disabled students. Thus, understanding

their experiences is important because during their personal and professional

lives, they face dilemmas in terms of whether to disclose the invisibility of their

impairment. In this research, disclosure of one’s impairment was considered as

a sensitive issue. It was acknowledged that disclosure was hard particularly

when a person would be developing an impairment during adolescence or

young adulthood, has not accepted the impairment fully, or it is a hidden

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impairment. Other participants regarded disclosure as a means to educate

others, to make other people sensitive to one’s needs, or as a prerequisite to

obtain access arrangements for exams. Some participants questioned the

effectiveness of disclosure on application forms of courses as it was not a

guarantee that the information was communicated to lecturers:

In the application I wrote that I am visually impaired and I remember the introduction meeting. I told her, “What facilities are there for persons who are visually impaired?” This poor person was shocked by surprise. (Martin, StI, Q5)

During puberty and during adolescence you’ll still be shy. … When I applied online for a Masters, I wrote that I had this hearing impairment. When I came for the viva, I was really afraid of having a Skype session. Meanwhile, I told my tutor about my impairment. (Sarah, Stl, Q6)

The notion of ‘passing’ which refers to pretending to cope with the

situation at hand, emerged as a troubling issue (Michalko, 2002, p. 21).

Passing was referred to by participants with hearing impairment. Since hearing

impairment is a hidden impairment, they did not want to be attached with a

disability identity (Armstrong et al., 2010). During adolescence, the participants

were embarrassed to show their vulnerability and dependency on their peers.

They developed resilience to cope with self-consciousness of their impairment

and academic needs. The state of being in pretention surfaced feelings of guilt,

shame and yet a relief of showing to others that they were fine:

The transition from secondary to post-secondary school and to university made me aware how much I needed assistance. It wasn’t easy asking other students to lend me notes. Since I was still a teenager, I felt very embarrassed. Sometimes, I even pretended that I did not need notes to avoid having to ask students to lend me the notes. (Ann, StI)

Beaty (1992) elucidates that self-concept is described as an individual’s

perception of who the person within is. Self-concept is also developed by the

accumulated judgements about the self. In this research, data analysis of the

interviews showed that during adolescence, self-concept of one’s abilities in

contrast to peers was a delicate issue and affects identity development. Lack

of self-confidence due to low self-esteem had a negative impact on a social

and educational level as it limits a person’s social cohesion with the rest of the

community. Understanding and accepting one’s disability is very hard. Self-

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consciousness during adolescence was related to the development of

introversion that conditions a person for example in refraining from asking for

help. It was pointed out that during the secondary years, disabled students

should become conscious and be prepared for the lifestyle typical to post-

seconday schools where a student is expected to be autonomous and confident

to speak up. Otherwise, the student would be shocked and the chances of

withdrawing from courses increase. Empowerment from learning support

assistants, family and friends help a person to develop an outgoing personality.

Lack of environmental accessibility limits the extent disabled persons can be

independent and makes them self-conscious of the natural limitations caused

by their impairment. The participants considered that their dignity was

respected according to the extent they could be independent:

I was finding it hard to accept my condition, let alone to go and tell him I have so and so. (Martin, StI, Q7) Since I was a bit shy, it was difficult for me to make friends. Adolescence made me become an introvert as I started to realise that for certain things, it was going to be more difficult for me to achieve them. I met an LSA (Learning Support Assistant) who helped me to bring out my character. Because of him and my parents I came out again. (Kristof, StI, Q8)

The lift was not installed. I was really angry. I was with young girls, and sort of with kids and young boys, all right, but then you’ll start growing, and you’ll start feeling self-conscious. My friends used to carry me upstairs. (Rupert, StI, Q9)

Bossaert, Colpin, Pijl and Petry (2012) explain that “loneliness is a

subjective, unpleasant and distressing experience resulting from a discrepancy

between the perceived quantity and quality of one’s desired and one’s actual

relationships” (p. 1889) and implies that students would be socially at risk. In

this study, the construct of loneliness was considered as a factor that affects

students’ psychological wellbeing and it was related to social exclusion and

educational disadvantage. Deaf participants experienced loneliness, lack of

communication and social exclusion due to lack of knowledge of sign language

amongst the public. Having a sense of belonging and a social network were

contributory factors in terms of receiving and reciprocating support. Loneliness

was remarked as a peril of distance learning opportunities which not all

students are able to withstand. Deaf participants and those with hearing

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impairment indicated that lack of communication with lecturers, peers and

people while conducting research was detrimental on a social and educational

level. Deaf participants claimed that lip reading, good-will of friends who lend

their notes, peripatetic teachers for the Deaf, lecturers who put effort to

overcome barriers and parental support were crucial during their schooling

years. Deaf participants indicated that further and higher education is an uphill

struggle and investment in sign language interpreters is essesntial. They

argued that although mainstream inclusive education has a positive impact, the

possibility of having classes specialised for Deaf persons needs to be

evaluated as it contributes to the development of Deaf culture:

The idea of an online degree, even though it was convenient for me as I could do everything from home, I started feeling a bit lonely. When I was at university, I used to find support from my friends. The fact that I was alone, I decided to stop. (Rupert, StI, Q10)

Inaccessibility to communication and information. … Deaf students have always struggled during their education since they cannot be informed of what is happening around them. Some Deaf students are not completely happy, as they are a bit lonely in peer group communication and they also find difficulties to understand the teacher. (Gerald, StI)

The narratives indicated that self-consciousness of one’s limitations and

abilities was associated to identity development as a person who can contribute

to society. Alessia made a distinction between her body and her mind. Her

identity seemed to have a binary element, me and my disability. The natural

impairment was recognised to cause a disability for the body of her person, but

her intellect tried to control the extent this component limited the life of the self:

My disability, even if I don’t pay much attention to it, it creates limitations for me wherever I go. (Alessia - StN)

Self-consciousness of their abilities and limitations enabled the participants to

develop self-help strategies. They learned how to adapt to their impairment, a

system or persons, and be immersed into a culture of a majority of non-disabled

persons. The process was a learning experience as they became conscious of

their world and that of others. Lifshitz, Hen and Weisse (2007) define the notion

of personal adjustment “as the structural organisation of the self, the personality

and the behaviour unique to this personality” while social adjustment is “the

structure and relations between an individual and his or her social environment”

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(p. 96). In this research, the participants recognised that like anyone else, they

had to be nurtured to learn how to fend for themselves. This entailed developing

coping skills, and a positive as well as a realistic approach towards life.

Systems that are person-centred increased the participants’ level of security

and self-efficacy in managing daily challenges:

I’m lucky enough that I see both worlds and I’m part of both. … You could have a student who can cope alone, but if he doesn’t have accessibility, you’ve stopped everything. (Marie - StN) Society makes you disabled as it won’t see you in the same way as someone else. … I focus on my abilities. You need to think about what you can’t do too, but you’ll find another road to succeed. (Melanie - StN)

While adhering to the affirmative model of disability, the participants

expressed that disabled people are being faced with two problems, in adapting

to the embedded limitations caused by the natural aspect of their impairment

and coping with the disabling barriers that are socially constructed (Swain &

French, 2000). Being conscious of having to struggle against other people’s

perceptions of one’s disability and disempowering attitudes was frustrating.

Moreover, the oral narrative stories showed that the participants were

conscious of their rights. Nurturing a rights-based approach from childhood

empowered the participants to take up their responsibilities, develop self-

advocacy and agency:

You are not judging yourself as a normal person is supposed to do. You are finding someone else judging you instead. (Alessia -StN)

I have the same rights, the same responsibilities like everyone. (Elena - StN) To make my voice heard, apart from being a right, I think that it’s my duty as even if I’m not going to use it myself, someone else is going to use it. (Melanie - StN)

The importance that non-disabled persons support disabled students was

underlined. However, it was recognised that disabled students have to put effort

to succeed and reach their full learning potential. Virtanen, Nevgi and Niemi

(2013) sustain that intrinsic motivation is a core component in predicting self-

regulation learning which affects how students organise their learning

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environment and behaviour. In this research, the participants recognised that

disabled persons have to adopt a realistic advocacy approach:

The people around you have to help you so that life would be better, but it can’t be that they’ll turn the world around so that I would be preferred from someone else. (Elena - StN) I am not expecting that the school has to adapt for everything I need. (Marie - StN)

The participants affirmed that disabled people need to appreciate the

support they get from others to learn independent living skills. They indicated

that inclusive education creates opportunities where disabled and non-disabled

students undergo a process of habituation and mutual adaptation. Being in a

process of adaptation is bracketed with the notions of continuity in terms of

holistic growth and temporality in relation to the students’ life stage which could

imply specific psychosocial and physical needs:

The thing that helped me mostly during these times, the family, friends, close friends, those people with whom I had a relationship … as those help you physically and mentally. (Alessia - StN) My parents support me all the time. They help me to see things from a positive light. … Friends give you the notes even when you won’t come to school. (Melanie - StN)

The oral stories revealed that the participants of the narratives agreed that

disabled persons would inform the school administration of their physical and

educational needs and that the information would be disseminated to lecturers

as this could improve the quality of their learning experience. However,

disclosure of needs should not imply a different treatment or a negative

disability identity. Communication, collaboration, ongoing planning and training,

enable stakeholders to be sensitive of the needs of diverse individuals who do

not fit with the stereotype of a traditional student:

I think you always need to tell as if you’ll need something different, at the middle of the year, maybe it will be more difficult for someone to help you. But then it shouldn’t define you. (Elena - StN)

I should tell them that I am visually impaired. They’ll be alerted so that they’ll be able to prepare from beforehand. (Marie - StN)

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For the participants, being in conformity with their adolescent peers and

experiencing life as their peers were salient factors in their education and in

their identity development as an adolescent. Portraying an identity of a

dependent person was considered as deviating from the socially expected

norm of adolescents. Putting effort to conform with what other students tend to

do, increased their chances of social inclusion and social cohesion. The

participants were careful in creating the least distraction in class or to the school

management. They tried to be independent as much as possible:

I don’t want that someone treats me as if I am of a lower value than others because I’m normal like anyone else. (Alessia - StN) I don’t talk a lot about my disability with people. You’ll be afraid that maybe they’ll treat you differently. (Elena - StN)

I wished to be independent. I wished to be like others. No one has an LSA (Learning Support Assistant) and why should I be different, not having my liberty, independence and privacy. (Melanie - StN)

The participants of the narratives expressed that their hardships in

overcoming the natural limitations caused by the impairment and socially

constructed disabling barriers that limited their academic development matured

them. Maturity enabled them to develop perseverance and courage to face

perils. They agreed that disabled people need to have good social skills.

Attending mainstream education was a learning process in developing

resilience to obstacles and reflexivity in being aware that there are always

persons of good-will and those who are ready to be spiteful. Vickerman and

Blundell (2010) argue that “the good experiences for students largely depended

on the attitudes, experience and personal knowledge of particular members of

staff, rather than institutional policies and provision” (p. 29). In this study, family

members, friends of good-will, academic and non-academic staff supported the

participants in handling difficult situations and have good experiences of

inclusion. It was noted that being with the same cohort of the secondary school

facilitated the participants’ transition to the respective further education

institution. Past friendships increased their self-confidence and resilience to

new situations. This reflects that social capital affects students’ wellbeing:

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There are youths who speak with arrogance. Although you try not to pay attention, it’s not easy. Now either you’re going to let it to break you or you’re going to adopt a positive approach towards others. (Melanie - StN)

Last year I made friends quicker for the fact that I had lectures with my friends. (Marie - StN)

6.3.2 The politics between the self and others in experiencing

inclusive education

The student interview participants noted that the active participation of

disabled persons creates a social capital of disability activists. By means of

dialogue and collaboration, they became critical persons in identifying disabling

and enabling factors and in giving suggestions about how systems and

practices could be improved on campus. The participants expressed that the

development of a social network was useful to obtain information and guidance

from key persons about an educational institution or employment. Duplaga

(2017, p. 15) maintains that “the Internet may be a source of opportunities for

people with disabilities both in terms of accessing information and increasing

social inclusion.” Moreover, in this study social capital made the participants

feel secure while being introduced to new environments such as further/higher

education institutions. Meeting key persons served as anchorage that

prevented the participants from being drifted during the course. Support from

individuals empowered them to develop self-advocacy and agency:

At university, there is a unit that assists. During the first year, it’s very important, you’ll arrange lectures, you’ll integrate with society, you’ll know what you have to do, how to apply for exams and the government needs to strengthen this. (John, StI, Q11) When it was time to enter university, I had a friend. He introduced me to the people whom I was going to be involved with. The planning is important across the board, all along. (Rupert, StI, Q12)

The provision of support from family, friends, academic and non-

academic staff within schools and the public helped the participants to

overcome daily educational and environmental disabling barriers and obtain

emotional support to overcome challenges. Persons with hearing impairment

stressed the beneficial impact of receiving support from peers to obtain notes.

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Support helped the participants to feel secure, develop resilience and

perseverance especially during the first year of the course. When an

impairment develops during adolescence or young adulthood, support from the

staff within the school community and friends was regarded as crucial to come

in terms with one’s new identity and getting used to a new lifestyle. Thus,

support had a physical and psychological impact on the participants. The issue

of learning support assistants was debatable. At further/higher education,

friends of good-will tend to reduce the need of learning support assistants:

At university, they don’t accept LSAs (Learning Support Assistants) as much as possible. I had the help of my friends. I was very lucky that I was in a course where we were eleven only. We were a team and we used to cope. (Kristof, StI, Q13)

If I’ll be far away or there will be background noise, I always copy from my friends as I won’t manage to write the notes. (Sarah, StI, Q14) At post-secondary school and university, I did not have a facilitator. I had to depend on friends. Since I am deaf and depend upon lip reading, I’m unable to listen and write at the same time. So, I had to copy or borrow notes from friends. (Ann, StI)

The participants appreciated when they received support in person, via

telephone and online means such as email, social networks and Skype.

However, the support was not consistent, and was highly dependent on one’s

personal outlook towards disability rather than standardised from a rights-

based approach. Gaad and Almotairi (2013) argue that professional

development is an important element in implementing inclusion successfully.

They recommend decision makers to invest in training and providing

specialised speech therapists, psychologists, teachers’ aids to make inclusive

education viable in higher education. In this study, personnel employed within

the Access Disability Support Services were identified as key persons who

support disabled students on campus. Their support facilitated students’

transition from one sector to another, acted as an intermediary between

administrators, students or lecturers, and in obtaining access arrangements:

As lecturers, they were all very supportive from the first year till the last and I think that it was a big stimulus. It’s not the first time that lecturers send us their presentations via email. (Martin, StI, Q15)

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The course administrators tend to understand that if there is a disabled person, they need to organise ground floor rooms. When I applied, they said that if there were any issues, they would try very hard to address them. (Roxanne, StI)

Disabled students’ participation enabled staff within further and higher

education institutions and employment sectors during job placements to

became familiar with a typology of a student or employee that exposes some

form of otherness than the traditional student/employee. Their activism created

consciousness and had an emancipatory effect on improving accessibility in

the building, accessibility in learning and the working environments. The

adaptations had a beneficial effect for all students and staff (Chanock et al.,

2011). The participants in this study also became conscious of the power they

shared stemming from their experiential knowledge. Experience in having

disabled students at further and higher education made non-disabled

administrators, lecturers or other staff members conscious of how things have

to be organised to accommodate the needs of disabled persons. The

participation of disabled students created a cultural and a social praxis that

transformed disabled and non-disabled persons in learning how to implement

inclusive education and foster social inclusion:

It’s not the first time that I was approached by the Head of Department with regard to disabilities to find ways how we can include other students. (Martin, StI, Q16)

Shogren and Shaw (2016, p. 58) argue that “higher levels of

empowerment predicted lower levels of financial support and higher levels of

employment, emotional wellbeing, and postsecondary education.” In this study,

empowerment nurtured from parents, friends and members in the school

community across all sectors of the education and professional people during

rehabilitation was considered important to boost self-confidence, assertiveness

and self-advocacy from a rights-based standpoint. It was indicated that

empowerment is developed by constant encouragement and effort to be

flexible to overcome socially constructed disabling barriers. The participants

argued that disabled people need to learn how to empower themselves and

participate in activities with peers and in society. Participants emphasised that

society needs to realise that the best advice is obtained from disabled persons

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who are experts in their own field and disabled persons need to be empowered

to voice themselves:

My father gave me a real fighting spirit that I push myself very hard. One needs to have communication skills, being able to let people know that there aren’t going to be any issues if they are worried about issues. (Roxanne, StI)

First priority is that we empower ourselves. If we are going to remain with this attitude that we do things for the disabled and not giving them power to speak for themselves, after all, the best advice would be ours. (Oswald, StI, Q17)

Outgoing. That approach helped me a lot in my social skills. That was part of my rehab abroad. (Clint, StI, Q18)

Morley and Croft (2011) sustain that disabled students’ participation in

higher education seemed to be the outcome of their individual and collective

agency to challenge the structures that seemed to establish different

educational outcomes for them. In this study, the student interviewees showed

that developing effective communication skills, advocacy skills and agency are

self-help strategies that facilitate disabled and non-disabled persons to

understand each other’s point of view. Disposition towards developing

collaboration promote social inclusion, social cohesion and enhances the

implementation of inclusive education. Effective communication and

collaboration reduce the incidence that non-disabled persons would develop or

strengthen cultural misunderstandings and negative assumptions about

disabled people. In contrast, disabled people would learn and understand the

way non-disabled see and experience the world, and learn on the importance

of being clear and polite in requesting, refusing or accepting help:

The fact that someone asks me, it’s something educational. It’s something beautiful. Unfortunately, I find people at university and outside who do what comes to their mind, they assume. (Martin, StI, Q19) I don’t want people to be afraid of asking whether a disabled person wants help because sometimes, you do need help. I think that if disabled people want proper inclusion in society, they have to appreciate that people who aren’t disabled, have to be allowed to interact in the way that they are comfortable in and they will learn about you as you develop a relationship with them. (Roxanne – StI)

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A smooth transition from secondary to further and higher education

institutions was highly dependent on the level of preparation that was carried

out from the student’s side and the educational institutions. Designing courses

using pedagogies that are student-centred rather than service-centred were

regarded important to create a praxis in the learning landscape. This implies

flexibility in the provision of courses and services provided to meet students’

needs, to help students complete courses successfully at their own pace

without wasting time and energy repeating courses or units:

Why if she started on full-time basis and became pregnant, she can’t continue it part-time? No, because only full-time exists. (Clark, StI, Q20)

If we’ll change the pedagogy that it would be an inclusive pedagogy and that it will be person-centred, we’ll make a big difference. (Martin, StI, Q21) At secondary, I was used to a system where we were a bit pampered. When I went there and I found the situation a bit different, I was a bit shocked at the beginning. … For whom it’s not possible, I believe that an LSA (Learning Support Assistant) should be provided. (Kristof, StI, Q22)

The presence of persons who acted as mediators between different

members within the school community and sectors were essential in creating

a sequence of connected pathways. The availability of state support services

such as a personal assistant helped the participants to gain independence

while having their privacy and dignity respected. The participants also

underlined the importance of creating connections between schooling and

employment. In line with the affirmative model of disability (Swain & French,

2000) the participants embraced their disability as an integral part of their

identity and argued that our society needs to value the potential of each

individual and creates opportunities where every person is able to function and

contribute to society. Here I argue that individuals should not be valued in terms

of their productivity, but on how our society could become more democratic,

socially just and humane by the involvement of disabled persons. When society

stresses on productivity rather than on how individuals can function in a

sustainable society, it would propagate an ideology of neoliberal-ableism where

only those who embolden their ability side to survive would be fit to work

(Goodley, Lawthom & Katherine Runswick-Cole, 2014):

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Support Agency. They help me as for example, I can’t go alone to a rest room. You would have a particular time. It’s also important that schools would know of these Agencies. (Kristof, StI, Q23)

Every person in this world has her potential. And it’s a pity when we don’t use the person’s potential. (Oswald, StI, Q24) Deaf people always struggle to find work due their inferior education also due the employers` attitude towards Deaf people. (Gerald, StI) Being deaf, employers were not interested in giving me a chance, even though I had the qualifications. Not having any work experience did not help. (Ann, StI)

The student interviewees referred to the notion of preparedness. Being

prepared entails that disabled and non-disabled individuals at educational

institutions or employment entities develop conceptual and practical

frameworks that include instruction about disability issues and promote values

of adaptability, flexibility and creativity to find alternative solutions to

challenging situations. Peer preparation among students and colleagues was

regarded beneficial as it helps non-disabled peers to develop disability

etiquette and the aptitude towards developing positive collegial relationships

with disabled persons. Downing (2006) argues that “peers provide more natural

support, which works to increase social interactions and communication skills,

maintain or enhance students' academic engagement, and may reduce

displays of inappropriate behaviours” (p. 329). In this study, it emerged that

work placements accompanied by training set the platform for employers to

identify and address disabling barriers proactively:

If there won’t be support so that I enter the world of employment, it would be more difficult to find employment. A person with a disability needs that his future would be planned. (John, StI, Q25) Society looks at us in a negative way and society does not cater for us. I blame the national system that it didn’t teach about disability, that we teach persons with disability to accept their disability and they would feel comfortable to live with in, and to teach the people around them especially children what disability is. (Oswald, StI, Q26) As regards approach, the workers told me that they were prepared before I came so that they won’t exclude me or something. (Rose, StI, Q27)

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The narrative stories revealed that sensitivity towards the needs of

different individuals and positive attitudes towards disabled people from family,

friends, lecturers, non-academic staff, administrators and professionals

affected the participants’ physical and mental wellbeing. It also affected the

extent environmental, social and educational disabling barriers were removed

and the extent social inclusion was promoted:

We have a presentation. The place where we hold the lectures is like a theatre and with steps. … When I told them and they made accommodations for me, I felt included. (Melanie - StN) You’ll appreciate those things as otherwise you’ll need either to stay next to someone else or you’ll need to ask the teacher and you’ll get annoyed in front of others. (Elena - StN)

Sensibility towards disabled persons was inculcated by the participation

of disabled persons in mainstream classes. Sensibility is fostered by positive

energy and a positive approach towards developing social cohesion with

others. Positive relationships facilitated the disposition of others to get to know

the participants rather than their medical tag. The stories revealed that

friendship with staff and peers of good-will created a support network that

promoted the development of individual and group resilience to stressors.

Friendship inculcates the development of values that foster social inclusion and

cohesion such as reciprocity, interdependence, altruism and solidarity without

making a person feel as a second-class citizen. Høybråten Sigstad (2016)

explains that friendship is an important relationship that may include practical

support and may act as a protective factor for physical and mental wellbeing.

The findings of this study indicated that inclusive education promotes the

development of values that foster social inclusion and team work. Internalising

from administrators and non-academic staff the notion that disabled people are

treated like any other student made the participants feel included and

experience the normalcy factor of being a regular student in an equitable way:

Here you are a student like anyone else. If you’ll need anything, fair enough, we’ll help you in your education. But if these students gave the homework on this date, try to give it on this date. … If I’ll have friends in class, I won’t go to the lecturer. … My friends even of other classes who have the same subject help me. (Marie - StN)

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There was a power cut. There were security personnel who offered their

help. Even the cleaners, they press the button of the lift. There is

conscience! … With regard to room allocation they planned that if I have

two lessons after each other, they’ll be on the same floor or one floor

difference. … I believe that if you’re going to place a person in a school,

the students around her are going to be different. That’s how you’ll

become included and their values would be strengthened. (Melanie - StN)

The participants of the narratives suggested that at further education, it is

essential that like any other adolescent, disabled people develop self-advocacy

and learn how to fend for themselves. This implies that with support, parents

become sensitive to their children’s age and adopt an advisory role. Pace and

Zappulla (2012) maintain that it is a developmental need for adolescents to

detach from parents. However, it would have a negative meaning if the

adolescents feel that their parents are no longer a resource of emotional

support. In developing self-advocacy among adolescents, the participants of

this study asserted that people in authority need to be sensible enough to

empower and give the opportunity for disabled students to voice themselves.

The participants also highlighted that people in authority should inform lecturers

about their needs so that lecturers would be responsive to their requirements.

On the other hand, it was noted that adolescents need to be sensitive in

realising that it is hard for non-disabled people to understand their reality. Thus,

they need to take initiatives to speak up, exercise self-advocacy skills and

develop agency. The participants were in favour of being involved in decision-

making, as it had a direct impact on their wellbeing. The experience of

consultation was socially and educationally enabling as stakeholders were in a

state of openness to identify and recognise limitations that are being

experienced, think about alternative possible and practical solutions and act to

change the status quo. Such an approach valued interdependence as a means

where different stakeholders inform and transform each other:

We had spoken to the Principal because I don’t see from far away. If I’ll need assistance, I can go to room 103. He told us that he was going to tell the teachers, but no one knew that I had to stay at the front row. (Elena - StN)

The student who is over eighteen years cannot remain clung to the parents. … The Administration, they always asked me, “Tell us what you

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need and we’ll do it.” You cannot be shy as at the end of the day you’ll suffer and it will affect you. (Marie - StN)

Throughout the oral stories, the participants indicated that there is the

need for more awareness in recognising that the notion of disability is across

the lifecycle and everybody embodies a specific limitation. Although they did

not refer to the social model of disability, the participants recognised that

society disables people and makes them dependent on others. Environmental

inaccessibility oppresses individuals as it forces them to experience

disablement which could lead to feelings of aversion, fatalism, aggression and

subversion that reflect social conflict rather than social inclusion. Being

detached from society by those in authority results into marginalisation and

disabled people would not have the opportunity and time to adapt to social

realities. Inadequacy to adapt oneself leads to social disablement.

The importance of being courageous to try new things and face

challenges was recognised by all the participants of the narratives. However,

lack of human resources, training and matching of human resources to the

services that need to be given to students create great limitations for students

to succeed. Haycock and Smith (2011) elucidate that learning support

assistants and teachers could experience difficulty in working together because

the roles and responsibilities of leaning support assistants may not be defined

clearly, they could be untrained when appointed for the job, do not receive

enough professional training while at work, and they could hinder the student’s

interaction with peers. The participants of this study also indicated that time is

needed for any person to become empowered and habituated to fend for

oneself, but disabled persons need a bit more time due to personal limitations.

Lack of time to adapt to new situations and lack of support limit the extent

disabled persons feel secure enough to overcome any challenges and feel that

they are independent like the rest of the cohort:

If the LSA (Learning Support Assistant) is sick, I am not able to come to school as there isn’t a pool of LSAs. I’ll be absent. (Alessia - StN) I didn’t have an orientation visit. It would have been much easier. At the beginning of last year, they provided me with an LSA (Learning Support

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Assistant). Her first experience as an LSA! She used to ask me what she had to do and I got confused. (Marie - StN)

Molina, Perera Rodríguez, Melero Aguilar, Cotán Fernández and Moriña

(2016) state that a principal barrier to learning is created when lecturers lack

adequate training in diversity and disability. In this study, all participants agreed

that lecturers are main stakeholders in creating a successful story of inclusive

education. The participants recognised the interdependence between students

and learners to implement inclusive education in a positive way. The rapport

lecturers build with students, the group dynamics they create in class and

inclusive pedagogies they use are crucial factors. Effective two-way

communication and partnership between them and the lecturers were effective

in identifying the plan of action to be implemented:

If you’ll have a good relationship, it will be the most beautiful thing in the world, but if you won’t have a good relationship, it’s better that for each subject there will be more than one lecturer. (Elena - StN)

Communication amongst the students and the lecturer I think that it’s very important. (Marie - StN)

The stories of the participants of the narratives revealed that they were

afraid of being embarrassed in front of their peers as embarrassment

disempowers a student and affects the type of relationship that is developed

between the student and the lecturer. The quality of relationships affects the

students on a personal, educational and social level. Causing embarrassment

shows lack of sensitivity and empathy towards others. It also reflects that the

lecturer went to class with stereotypical assumptions about who the students

could be. It is this process of having a lecturer being attentive to one’s actions

and consequences that makes a difference in the quality of inclusive education.

A lecturer’s attitude towards diversity, creating inclusive environments and

effectiveness in using inclusive pedagogies influence whether it is better for

students to have a lecturer at further education level to teach them for

consecutive years during a course or not. The participants indicated that most

of the lecturers were supportive, but there is room for improvement:

I think the lecturers don’t have much training on certain aspects as sometimes they won’t know that there are these things. (Alessia - StN)

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Power Points, some of them they’ll be in a small font, for example the diagrams, the labelling will be small, notes incomplete … You’ll get annoyed telling them to write bigger. … The first time I went, she told me, “Why are you with the fringe, are you blind?” At that moment, in front of the class I could not tell her “Yes.” I didn’t speak. (Elena - StN) Certain teachers don’t expect to see a person with disability. … There are ones who don’t provide slides or leave the slides flipping and he talks on something else. (Melanie - StN)

6.3.3 The politics between the self and entities of education,

assessment and employment

The student interviewees interpreted accessibility in terms of

environmental, information and assessment accessibility that facilitates social

and educational development. When accessibility was available from a rights

standpoint, the participants felt included, respected and experienced a degree

of normalisation. The participants underlined that changes such as the

installation of a ramp was generally made in a reactive way either to react to

the novel situation disabled students posed to the educational institutions, or

because non-disabled persons have consulted with disabled persons, or non-

disabled persons tried to position themselves in the shoes of persons with

activity limitations. Through experience non-disabled persons became

conscious of the realities of disabled persons and questioned their ideology of

humanity and their practices in creating contexts of dis/ablement to others:

It was going to happen for the first time. There were arrangements so that the exam was held here where I live, at the same time it was taking place at university. (Clark, StI, Q28) They’ve placed the disabled parking spaces near the flat side, which is kind of good planning! That shows that somebody has really thought about it. (Roxanne, StI)

Lack of environmental accessibility was considered repressing disabled

persons from living a fully fletched life like any other student and citizen.

Environmental inaccessibility for persons with visual impairment was

considered as a main stumbling block. For instance, participants with visual

impairment indicated that lecture rooms lacked resources to control light and

public areas lacked audio and tactile cues and embossed signage. Buildings

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are not built following the Universal Design framework which is aimed at

reducing seclusion and humiliation caused by environmental barriers

(Shakespeare, 2006-a; Seale, 2006). They also relied on their mental mapping.

Therefore, as soon as the environment was changed even for a one-off event,

a disabling barrier was created. Wheelchair users face many environmental

disabling barriers even if they want to attend private courses. The experience

of encountering environmental disabling barriers was frustrating as the

consequences were awkward or risky:

As regards the environment, we did progress but we’re not seeing the needs of persons with a disability. At university, there would be voice recognition, names of places and different sounds. (John, StI, Q29)

Going around the university, in certain places, you only see columns. In classes, it’s not the first time that the sunlight control is very poor. … With regard to markings, at university you don’t have. A person without light perception is going to find it very hard to distinguish a place from another as you don’t have certain tactile signs on the ground. … On the doors, there should be Braille signs or embossed letters. (Martin, StI, Q30)

The reality of a private course. I tried to attend, but I couldn’t because there were three floors of stairs. (Clint, StI, Q31)

Seale, Georgeson, Mamas and Swain (2015) maintain that support

services need to consider that “disabled students can lack the 'right' kind of

digital capital to enable them to succeed within higher education environments”

(p. 127). They recommend that the use of technology by disabled students

would be diverse, constructive and empowering. In this research, information

accessibility was also regarded important even during exams. Participants

argued that when a scribe is knowledgeable of the subject a student is sitting

for, it makes a great difference in reducing stress levels as they will be able to

communicate effectively. Unfortunately, some participants complained that

scribes were not suitable for the job either because they had a hearing

impairment due to old age or they were not knowledgeable about the subject.

These situations wasted a lot of energy and time for the students in order to

get understood. The participants questioned what was the point of having extra

time as an access arrangement once they had to cope with another disabling

barrier, that of making themselves understood. This struggle was over and

above any other student had to face during an exam:

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This exam was an hour long and I was given a quarter of an hour only extra which was a bit short as I tell the scribe to write the answers. It takes time, and apart from that, the time after to see the paper as you are not writing and reading yourself. (Clark, StI, Q32) In Philosophy, you have a part which is logic. I started saying a word to the scribe, and she was writing it as a normal word in English when it was supposed to be written as a symbol. … At university they used to send me a person who knew what she was doing. (Kristof, StI, Q33)

Persons with visual impairment claimed that many times, Power Point

presentations had no contrast in text or were written using a small font size. It

was remarked that technological equipment such as an iPad helps persons

with visual impairment to download eBooks and journal articles from online

sources. Technology was considered as means to increase physical and

information accessibility for persons with different disabilities:

Braille is still important and it’s beautiful. Today the computer replaced it. I prefer to hold the mobile or the computer and stay reading online. (John, StI, Q34) Technology, even the fact that you have online libraries, you have thousands of books. The iPad is fantastic as apart from the possibility to enlarge and reduce the font, you can also regulate the background. (Martin, StI, Q35)

Speech recognition software could also be used, although this is not as efficient as the note taker. (Ann, StI)

Education was regarded as the key to empowerment and independence.

The theme of being oppressed from realising oneself and experiencing

freedom to do things independently disabled participants on a social and

educational level. The participants remarked that around fifty years ago,

disabled people were locked up in basements, washrooms and left indoors due

to the stigma that existed in Malta. Nowadays, there are other forms that

imprison disabled people at home such as lack of financial assistance to buy

technological equipment, environmental inaccessibility and lack of human

resources to assist disabled people to do their daily activities, to reach their full

learning potential and become employed:

There should be financial assistance to buy additional equipment. I personally feel that educating a disabled person and getting them into the

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workplace where they will be paying taxes and not taking benefits, and contributing to the economy should be pay back enough. (Roxanne, StI)

Being deprived of essential human support while conducting research and

lack of material resources give disabled persons a sense of helplessness and

they feel that they are controlled by society. From this study it emerged that

Deaf students face great challenges during data collection and while non-

disabled peers have access to academic books at the libraries free of charge,

persons with visual impairment have to purchase their resources and many

times, they have to wait until they are posted from abroad. Lack of assistive

technology in labs, and lack of audio and tactile resources in public places

reduces the confidence of persons with visual impairment to move freely and

securely. Such educational and environmental disabling barriers put additional

pressure for students to finish assignments and research on time. Spending

more money than one’s peers on educational resources due to social disabling

barriers spares little financial means for social activities:

When I was doing research for my thesis, I used to struggle to get information as I cannot phone people to get information. I used to write emails or SMSing, but these means weren`t always successful since these are one-way communication. I was going to give up due other people’s lack of care especially from the professors. (Gerald, StI)

Konur (2002) argues that educators and administrators involved in higher

education programmes have a crucial role in “making proper assessment

adjustments for disabled students undertaking examinations to ensure that

their academic achievement is measured rather than their disabilities” (p. 149).

In this study, unrealistic time frames during examinations affected the extent

disabled persons could show what they know and thus they felt oppressed.

The participants noted that any person would get mentally tired after three

hours and for persons with visual impairment, the challenge is even harder. It

is not just giving extra time so that an institution is legally free from any wrong

doing, the examination structure has to consider the effort and stress that a

disabled person has to endure to complete the exam. Being given extra time is

beneficial, but one’s mental abilities are lowered after a prolonged time. Lack

of distance learning facilities in local further/higher education institutions was

also considered as oppressing disabled persons who cannot attend lectures on

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campus from furthering their education. This situation was regarded as a deficit.

Oppression inculcated frustration among participants:

The computer exam, three hours. Even a normal person gets tired after three hours, let alone a blind person. (John, StI, Q36)

Due to the medical care that I need, I won’t be able to attend them. … A group of students is audio recording the lectures for me. There should be the structures for the university to have distance learning. They are doing it on voluntary basis. The reality is that there’s a deficit. (Clark, StI, Q37)

The participants of the narrative inquiry argued that environmental

inaccessibility enables people to be locked indoors and flaws the effectiveness

of the Maltese anti-discrimination law. The participants pointed out that school

is part of their life and their wellbeing has to be viewed holistically. Due to

environmental inaccessibility, they are not able to attend social events which

are important in developing social cohesion amongst the students’ cohort:

I won’t be able to go most of the outings as they are not held in accessible places. Not even outings are recorded, let alone how much she’s going to record a lecture for you. (Alessia - StN) There’s nothing accessible. It’s serious as I’m going to be a young person once. It’s very frustrating. (Melanie - StN)

Access is a key factor that improves the quality of inclusive education. In

creating environmental, social and educational access, the participants

indicated that stakeholders need to work in synergy. Their participation created

consciousness about the importance of improving environmental accessibility.

They acknowledged that they put pressure on the administration to comply to

their rights. Thus, they were catalysts and used their voice and presence to

change the modus operandi within educational entities. Correa Bernardo and

Baranovich (2016) claim that in being an activist, students would support issues

that form part of their personal life and that of a bigger story. In this research,

the participants also showed an inner mission statement to contribute for the

common good of disabled people and the student cohort in general:

Previous students with disability sort of pave the way for someone else. Inclusivity is a culture, sort of the habits of people. I still feel, that because I am asking for help, I am at a lesser level than someone else as the others just cope with what they have to do. (Elena - StN)

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A lot of progress is going on, but we still have a lot to achieve. There’s the need for much more awareness even in schools. We are different, but our differences should not result into discrimination. (Marie - StN) If I stopped at secondary level, the library would have remained without a ramp. (Melanie - StN)

Seale et al. (2015) sustain that “many disabled students can only access

learning resources and engage with learning experiences if they have access

to assistive technologies” (p.118). In this research, the participants of the

narratives showed that information accessibility was an enabling factor to

academic development. The availability of accessible tools on the market and

in schools would give more freedom for disabled students to choose certain

subjects and be able to complete tasks at par with non-disabled others:

I went to the library of here and the university. They neither have audio books nor eBooks. … As I’m First Year repeater, I changed Maltese since a screen reader that reads in Maltese was issued at the end of last year. (Marie - StN)

The acquisition of qualifications is essential for an individual to further

studies and obtain employment. It was claimed that the experience of

assessment could affect the final result. The participants’ transcripts indicated

that there could be more guidance on how students apply for access

arrangements. They claimed that administrators of further education

institutions tend to rely on the access arrangements that were granted to them

by the MATSEC board for their Secondary Education Certificate exams. The

participants recognised the importance that they are involved in decision-

making as they would experience the consequences of the decisions taken.

The experience of being consulted would signify that the student’s knowledge

is valued to guide action. They called for justice so that disabled persons do

not have to struggle over and above other students. The right for equal

opportunities is not equivalent to treating everyone the same, but treating

everyone fairly according to one’s abilities. The construct of treatment reflects

the social aspect of dis/ablement and being treated would signify that people in

authority control students. Such a system does not reflect student-centredness:

I think they are not even seeing my needs so much so I am an equal candidate like others! (Alessia - StN)

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Of MATSEC, I don’t have an idea how to apply! (Marie - StN)

Vickerman and Blundell (2010) explicate that higher education institutions

need to conduct pre-induction support, be committed to develop student

support services and ingrain personal development planning. The staff should

also be committed to facilitate a barrier-free curriculum and there should be

consultation with and empowerment of disabled students. The participants in

this inquiry considered their personal experiences as powerful in creating

knowledge that could inform a plan of action in the teaching, learning and

assessment domains. The participants remarked that unless disabled persons’

reflections about their experiences are listened to and a process of rumination

is activated, emancipation of disabled persons is unlikely to be initiated:

I think that the people who can speak mostly are the LSA (Learning Support Assistant) and the school, as the student is at school not with the psychologist. … If the person asked for the access arrangements since when she was young, her difficulty is not going to change from day and night, they’ll remain mostly the same. The most that could happen is that they’ll increase not decrease! (Alessia - StN) The psychologist didn’t ask me, he asked my mother and the school that I used to attend about what access arrangements I had. What I take at school, I take at MATSEC. … I believe I don’t have to pass through this board. (Melanie - StN)

The participants acknowledged that there is ongoing activism towards

developing inclusive education (Graham & Slee, 2008) and extending the

socially constructed norm of who attends mainstream schools. However, there

are still instances where individuals have to struggle to have an equal

opportunity to learn. They referred to the struggle that disabled people go

through in completing the statement of needs to prove that they are able to

perform in exams or to verify that they are eligible for access arrangements:

The board decides upon the report of the doctors. I won’t tell what I need. The doctors should state that I need certain things. I won’t have a choice. In case of the school, in the exams there are principles of inclusive education, as regards MATSEC, I don’t think so. A normal girl won’t have these papers and certificates that you need to do. (Alessia - StN) Inclusive education means that everyone has the right to learn equally. If you have a problem, you won’t go through hell to get what you need. (Elena - StN)

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Inclusive education is beneficial as you won’t feel different, you’ll feel like the other students. … I feel as an asset as the ones around me won’t say, “Look at that one!” It becomes within the norm. (Melanie - StN)

The process of interrogation bothered the participants. It created stress

over and above the stress students experience in preparation for their exams.

It made them feel as second-class citizens, humiliated and submissive to a

hegemonic entity that judged their entitlement for access arrangements

according to their medical portfolio. The participants recognised that this is

done to curb abuse, but the approach needs to be evaluated:

The pressure that you’ll start feeling while she’s testing you, it’s like you are doing the exam that you have to sit for. I don’t think that it’s fair. … You have to study for the A-levels. (Alessia - StN) For the statement of needs, I did tests. You shouldn’t need to redo this process every two years! If you needed it two years ago, there isn’t the possibility that you won’t need it. (Melanie - StN)

The stories of the participants indicated that they were generally satisfied

with the access arrangements that the respective school and MATSEC board

provided. However, they criticised the MATSEC system in the way students

obtain access arrangements and their effectiveness. During exams the

participants experienced frustration and they noted that the access

arrangements disabled them rather than created an equitable situation:

At times, I take half an hour trying to explain. … If you have Italian, at least the person who is going to be with you would know the basics of that subject. Not to help you, but to understand you! (Alessia - StN)

I just needed extra time and a computer that reads for me the paper. Then

a technician comes, he saves it on a pen drive and prints the paper as it

is. … The system that I am following now beats a scribe. (Marie - StN)

The MATSEC exams had a lot to undertake. They didn’t want to give me

extra time for the first exam. The supervisor told me, “No those can only

be used as rest periods.” I’m telling you the first exam was a disaster.

Frightening. (Melanie - StN)

Tkachyk (2013) claims that inclusion is possible if there is enough support

for teachers and students, and students can obtain specialised programmes to

experience success and reach their full learning potential. All participants in this

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study, albeit different challenges in terms of access and attitudes of non-

disabled persons, recognised the benefits of attending mainstream schooling.

Inclusive education was regarded useful for the school’s community as by living

together, a culture of inclusion from a rights-based standpoint is likely to

develop over time. The participants believed that their participation had an

emancipatory effect on non-disabled students and staff. Other disabled young

persons could have been encouraged to further their education:

Even the students amongst themselves as it’s one thing seeing the person and the wheelchair only and another seeing the abilities of the person. (Alessia - StN)

The fact that I’m in a class with my friends, it’s better than if they locked

me up in another room with three others. … People who know me sort of

they’ll start thinking a bit before they speak. (Elena - StN)

If I didn’t go to a mainstream school, for sure I wouldn’t be the person that I am now. … I’m widening their horizons. I’ll be at a lecture and I transfer myself from the wheelchair onto a chair on my own. … As time passes, it’s becoming something which is normal. (Melanie - StN)

The struggles the participants of the narratives faced together with their

family to make others understand and recognise their needs and rights were

highlighted as factors that affect the wellbeing of all family members. The

participants argued that although technology was considered as a possible

alternative to help disabled persons gain independence, the limitations within

equipment and those caused by the natural impairment need to be recognised.

Lack of tailor-made facilities and programmes as well as collaboration amongst

educational entities of different sectors and examination boards reflect that

there is room for further investment in developing an inclusive culture amongst

different stakeholders:

The problem is that I won’t always have an operation in the same hospital as sometimes I will need to travel to Malta. To my knowledge, there isn’t the service of home tutoring at post-secondary level. (Alessia -StN)

Agovino and Rapposelli (2016) argue that for disabled to be integrated in

the labour market, there has to be emphasis on the importance of creating

support services and career guidance, listening to disabled persons and

considering mobility facilities in the environment. The participants of this study

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recognised that there is a nexus between further/higher education institutions

and employment entities, but the transition from one sector to another is not as

smooth as one would expect. They remarked that there is the need for more

career guidance and transparency on the type of assistance that disabled

students could get while reading a course at further and higher education and

what activities will they be asked to do. Moreover, the skills that students get

with regard to employability have to be reinforced while employers have to

express what knowledge and skills they are seeking in young people. This

information would enable students to develop agency in their choices without

wasting time starting a course and then realising that it was not suitable for

them. Job placements were regarded as creating an emancipatory aspect

among colleagues and employers about the context of working with disabled

people. Lack of job opportunities suitable for different disabled persons defeats

the purpose for attending mainstream education and striving during the

schooling years:

I don’t know what I’m going to choose at university. There has to be more information. … I think companies need to open more, rather than closing their doors for you immediately. (Elena - StN)

6.4 Conclusion

The narrative stories triangulated the findings of the students’ interviews

and that of the questionnaire. However, the challenges that are faced by

disabled students in assessment procedures were more pronounced by the

participants of the narrative inquiry. Although political, social and economic

investment has been underway towards creating a more inclusive system

across all educational levels, there are shortcomings in the provision of

environmental accessibility and information accessibility in the learning,

teaching and assessment domains. The arguments showed that the disabled

participants through their activism tried to challenge forms of internalised

oppression that society imposes in a subtle way. According to Watermeyer

(2012, p. 170) in the disability sector, internalised oppression implies

“maintaining marginality, material deprivation, dependency of all sorts,

ostracism and struggle as the province of those designated disabled, in order

that the business of othering may continue successfully.”

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The creation of enabling contexts is highly dependent upon building

positive attitudes towards disability and disabled people. The development of

a social network that promotes community building is likely to propagate social

inclusion and social cohesion. Nurturing self-help strategies among disabled

people and continuous planning to assist and guide diverse students across

the educational sectors helps students to experience positive transitional

periods between one educational institution and another. The findings indicated

that inclusive education is dependent upon positive relationships between the

self, the family and the community at the educational institution. Collaboration

strengthens social cohesion. The development of constructive relationships is

influenced by one’s inclusive social virtues which influence the propensity at

which environmental, social and educational disabling barriers are removed

and enabling factors are shared across the educational system. Nurturing and

empowering young disabled people to develop agency contributes to the

wellbeing of individuals and the community. Self-help strategies, a positive

approach towards the self and effective communication with others helps

disabled young people to develop social relationships and social capital with

diverse stakeholders. These factors contribute to the development of maturity,

resilience, and adaptability to cope with disabling barriers. The participants

valued being with their peers and put effort to conform to their peers to avoid

being treated differently or be socially excluded. They were committed to

developing an identity of an independent adolescent/young adult who is able

to contribute to society. Chapter 7 presents the findings of educators and

inclusive education supporters.

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Chapter 7 Findings – The contribution of educators

and inclusive education supporters

7.1 Introduction

In analysing the three research questions of this inquiry, this chapter

presents the findings of the interviews conducted with academics,

administrators of further/higher education institutions and representatives of

state and non-governmental organisations related to inclusive education and

disability as well as the findings of the focus groups with further education

lecturers. Eleven semi-structured interviews were carried out with academics

at the University of Malta. Nine semi-structured interviews were carried out with

administrators/inclusive education coordinators of the participating further and

higher education institutions. Eight semi-structured interviews were also carried

out with representatives of organisations related to inclusive education and

disability. The four small focus groups involved eleven participants. The

findings of the educators and inclusive education supporters underscore that

generally, there is consensus towards creating an inclusive educational

system. As illustrated in Figure 17, the argumentation revealed three main

themes, namely the politics in the provision of quality inclusive education, the

politics in implementing inclusive practices, and the politics in creating synergy

within and across different sectors. There was a strong triangulation across the

findings, however certain issues emerged stronger by certain stakeholders

than others. Thus, while the findings were grouped in themes, to enhance

clarity in terms of who stated what, the findings are presented per stakeholder.

To identify the participants in relation to which stakeholder they represented,

next to each quote, a code was given, whereby ‘Ac’ stands for Academic, ‘Adm’

means Administrator, ‘Rep’ refers to Representative of entities related to

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disability and inclusive education, and ‘Fg’ stands for Focus Group. Where the

original text had words in Maltese, the quote number is added. The original

excerpts in Maltese and bilingually in Maltese and English are in Appendix 11.

Figure 17. Factors that affect the experience of inclusive education from the perspective of the academics, administrators, representatives of disability and inclusive education and lecturers teaching at further education level.

7.2 The politics in the provision of quality inclusive

education

The analysis of the academics’ interviews showed that inclusive

education is part of a political discourse and the support from politicians from

different parties pushed the momentum for a praxis towards an inclusive

education policy. Each political party in Malta both in government and in

opposition gave their share in putting inclusive education on the agenda due to

pressures from different stakeholders at grassroots level. The politics of

inclusive education are complex as different entities are involved and they have

to agree and function in tandem. Although individuals in specific entities could

want to change systems and practices, they are bound with political restrictions:

Factors affecting the experience of

inclusive education at

further & higher

education

The politics in the provision of

quality inclusive education

The politics in implementing

inclusive practices

The politics in creating synergy within and across different sectors

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In Malta policy moved on because of the politicians. They’re committed to disability. That helped to overcome the challenge. (Peter, Ac)

In the MATSEC report, there are suggestions which have been there since 2005. To date nothing has happened because the suggestions in that report were a whole package which require policy, not just at MATSEC level or university, it’s nationwide. (France, Ac)

Shek and Wu (2014) deduce that students are grateful towards lecturers

who are caring and supportive and their enthusiasm affects learning. The

academics of this study argued that there is a lack of consistency among

educators in having a pro-inclusion culture. Educators’ motivation, expertise

and attitude towards disability and inclusion influences whether inclusive

education would be implemented in a positive way. Inclusive education

practices or the lack of them affect the development of all students:

Up here at university, we have people who do not agree with inclusive education. (Peter, Ac) I find that when we ask somebody for support, most staff membes are so supportive and they’ll come to you with solutions. (Marianne, Ac) Attitude can be a huge barrier that prevents even physical barriers from being removed. You will find really good examples of inclusion. There is still a significant chunk of not so good examples which need to be addressed. (Alexandra, Ac)

The academic interviewees claimed that the provision of inclusive

education on policy is not enough for the benefit of different stakeholders.

There is a call for better quality in the implementation of inclusive education.

The participants’ reflections indicated that Malta needs to provide quality

inclusive education rather than merely placing students in mainstream classes.

The challenge is in having educators taking responsibility of all students and

providing them with quality education from a rights standpoint. Some

participants argued that a charity approach still prevails as inclusive systems

are not in place. The creation of an inclusive system across the educational

system that transposes to employment is underdeveloped:

Inclusive education maybe on paper we’re good, but I don’t know in practice. We’re still in the stage that individuals succeed because they are pushed a lot by the family and those around them or they will have so much individual courage, but the systems are not yet in place. We still

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depend on the good-will and charity of people. We haven’t arrived at rights yet. Primary and secondary we moved a lot and then at tertiary level we started to dwindle and then even more when they come to do the transition to the world of employment. (Veronica, Ac, Q38)

Disabled students as a minority group pose a new ‘learning landscape’ at

further/higher education (Portelli, 2010). Disabled staff face challenges at work.

Inclusive education should not be equated to the number of services provided

only, but on the quality of those services and the type of culture that all

stakeholders uphold with regard to the inclusion of diverse students:

Disabled people are a minority group. The dominant group do not understand your situation. So it’s a struggle. They don’t understand that it’s the dignity of a person, that people have equal entitlement whatever their needs. (Peter, Ac) I think that the discourse of the social model has helped. I believe that we haven’t yet started to live it. We are not humble enough to say this hasn’t worked. There are different inclusive systems. You won’t need to talk about inclusive education as it is part of it. Inclusive education, we made it equal to the amount of services. (David, Ac, Q39)

There was a dichotomy between participants who indicated that out-of-

class support is needed and those who expressed that inclusion does not mean

creating structures where students will be pulled out of the mainstream class.

Some participants indicated that Deaf students need specialised training.

Positive stories of inclusion are due to educators’ commitment to overcome

problems that students face due their impairment and the environment. The

participants agreed that the major benefit of mainstream inclusive education is

social development which is one of the aims of the Convention on the Rights of

Persons with Disabilities (United Nations, 2006, Article 24). By creating

opportunities of education for diverse students, inclusive education creates

spaces where people are trained for community building:

We are creating structures that are obstructing inclusion, to exclude them from being in class. (Eleonora, Ac) There are students who can cope very well in the mainstream and there are others who I believe cannot cope in the mainstream. (France, Ac) We have to be realistic. The social aspect isn’t everything. Nevertheless, we have students at university because of inclusion. … I don’t believe that

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the best place for the Deaf child is in a mainstream class 100%. I believe in inclusion, but I believe in maximising the child’s ability. (Marianne, Ac)

Sheppard (2011, p. 133) recommends that training sessions for

interpreters should “address the difference between translating in the

community and the research setting.” In this study, the need for more

investment in assistive technology and sign language interpreters was

mentioned by some participants. Sign language interpreters are needed during

lecture time and while Deaf students are conducting research:

There could be more availability of assistive technology on campus, apart from more sign language interpreters. (Veronica, Ac)

The academics claimed that to increase the chances for disabled students

to be accepted and complete courses, further/higher education institutions

need to widen accessibility. This entails training adminstrators, lecturers and

parents in how they can support students appropriately. The environment and

courses need to be designed for a diverse population of students. The

Universal Design for Learning and Universal Design frameworks could instil a

paradigm shift towards creating inclusive learning environments (Imrie, 2007;

Burgstahler, 2010-c):

At primary, we did some in-roads, at secondary we have a mess and at higher secondary, we don’t even start. The Heads of schools and the administrators aren’t convinced and so you’ll find a certain difficulty. The problem is that there isn’t an implementation policy. (Alan, Ac, Q40) We’ve moved a lot, but are we really including them or are they placed? We need to put strategies in place, training the parents too. (Rachel, Ac)

Each one of us should have access to the curriculum so that we learn in the mode that suits us most. (Eleonora, Ac)

We have this system which is sending them back home when they finish Form 5 and they have to be sent to a Special School for the first time. It is because we don’t have post-secondary facilities. (Peter, Ac)

Wheeler, Maeng, Chiu and Bell (2017) claim that teaching assistants may

play a critical role in student outcomes in terms of scientific practices and

affective characteristics. In this study, there was a general agreement that at

further education level, the number of learning support assistants should be

minimal and at higher education, students should be able to fend for

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themselves. The participants stressed the importance that learning support

assistants are trained prior to employment. In fact, the European Agency for

Special Needs and Inclusive education reports that in Malta:

On employment, Learning Support Assistants in state schools follow a ten-week (70-hour) evening course. (European Agency for Development in Special Needs Education)

The availability of subject teacher assistants was considered as an

alternative. However, the politics in having another educator in the lecture room

and the role of a teacher assistant have to be discussed profusely:

Sometimes the LSA (Learning Support Assistant) is a means to exclusion. You have LSAs who don’t know what they’re doing. (Marianne, Ac) I don’t think there is a place for LSAs (Learning Support Assistants) at university because you can have a personal assistant if you need one. At university, you are learning how to become an independent learner. (Alexandra, Ac) The students are becoming more dependent on the LSAs (Learning Support Assistants) and never becoming autonomous. (France, Ac)

The administrators argued that the issue of having an inclusive context in

equilibrium upholds ethical, social, cultural and political tensions. Over the past

twenty years, the inclusive education policy was influential in developing a

cultural change where disabled students are accepted more in society and the

school community. However, there is also resistance and conflict as there are

individuals who have reservations on the principles of inclusive education or

are finding difficulites in implementing it effectively:

There is greater acceptance by the other students, because inclusive education now starts from the primary and many students have grown up with such a system so they feel that it is part of them. (Graziella, Adm)

Inclusive education at further and higher education institutions is a

relatively recent development since so far, very few disabled students have

managed to go up the ladder. Thus, further/higher education institutions are

still exploring this new reality that they are facing. Many participants maintained

that they were not knowledgeable about how other further/higher education

institutions were implementing inclusive education. They argued that much

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more collaboration amongst further education institutions is needed so that the

level of experimentation is reduced and positive practices are shared:

Many times we are reinventing the wheel. If a particular institution has a support system that is working, we don’t transfer that system, we’ll tweak it and apply it for another institution. So, much more time, stress, trial and error. (Jarod, Adm, Q41)

Conflict among the teaching and support staff could be created unless the

roles, political and power relations in the class are explicit (Haycock & Smith,

2011). Positive relationships, mutual respect and effective dialogue contribute

to the wellbeing of all stakeholders. Flexibility in the type of support students

can receive enables students to develop agency and have their needs met:

We had an LSA (Learning Support Assistant) for the first time. Teachers had never taught with an adult in the class. At the beginning, they were a bit apprehensive about it. She understood very much her position, not to threaten the teachers. (Graziella, Adm) All the support is optional. It’s quite a flexible system. None of the LSAs (Learning Support Assistants) get a student out of class. As soon as we’ll mention LSA, the student would think, I’m going to miss certain lessons from my friends and I’m going to be alone. They don’t want it. We find a free slot in the student’s time-table. (Jarod, Adm, Q42)

Since inclusive education presents a dynamic context where lecturers

have to adapt to diversity, the interviewees stressed the importance of ongoing

training to lecturers and evaluation. However, training sessions should be

concise and practical. The availability of resources and training to lecturers how

to use them support quality teaching. Ghilay and Ghilay (2014) also

recommend that lecturers would receive training for online courses:

There should be more training and learning for teachers and LSAs (Learning Support Assistants). More audio visual and multi-sensory educational resources. Evaluation is crucial so that the service is improved. (Gordon, Adm, Q43)

The participants identified a dilemma whether in mainstream further

education classes, all students would benefit from it. The extent Deaf students

manage to cope in mainstream classes was also raised. Successful stories of

inclusion were interpreted in terms of the extent disabled students managed to

participate and cope like their peers academically and socially. This positive

outcome was considered problematic when students have multiple

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impairments, lack self-confidence and the environment is highly competitive. In

helping Deaf students to develop a sense of belonging with their peers,

Slobodzian (2011) argues that by understanding the lived experience of all

students, a mainstream programme could be redisigned to espouse an

inclusive, mutually respectful learning environment:

Because you tend to get students in the upper brackets, will they be able to cope in a class where everyone is moving ahead? Is it going to make their situation worse in terms of their self-confidence and self-esteem? (Graziella, Adm) We have a student who is Deaf. He’s integrating very well and his place is with the rest. Students who have very severe problems, I don’t think their place will be in mainstream post-secondary. Whether they’ll benefit is questionable. (Jonathan, Adm)

Participants claimed that inclusive education enables students to become

conscious of difference and diversity. The main advantages of inclusive

education are social development, the fostering of good citizenship, and the

promotion of quality teaching that enhances the learning of all students.

However, the participants remarked that the academic results of disabled

students show that they still experience difficulties in reaching further and

higher education. Having students with low self-esteem, self-confidence and

lack of social skills poses great challenges for successful inclusion and

cohesion in mainstream further and higher education classes:

Mixed ability classes? Yes as you learn how to live, how to work, to be in an environment that not everyone is like you, not lesser than you. I keep on saying up to a certain level of physical needs. (Timothy, Adm, Q44)

The ones that we have integrate very well. The students help each other. This helps in character development. But there are ones who try to make fun of them. The academic results aren’t that good. (James, Adm, Q45)

Some interviewees emphasised that their remit within the institution was

to educate students into responsible citizens and to train them with subject

content and employability skills. Creating job placements at further and higher

education levels and employment opportunities for students with different

disabilities was considered essential so that the inclusive education policy

would transmit itself into inclusive employment. Cunnah (2015) states that

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inclusion in higher education and work had positive implications for disabled

persons in giving them a role in society and boosting their self-worth:

We are an industry driven educational institution, but we also have the educational side to prepare active citizenship in a democratic society. … Once a student went through the whole educational system, it’s time for him or her to find employment which places a major role in gaining independence. That is where things need to change. (Anthony, Adm)

The analysis of the administrators’ interviews revealed that although

further and higher education do not form part of compulsory education, financial

investment from the government was regarded essential to support further and

higher education institutions. Investment is needed to make further and higher

education institutions more accessible to students with disabilities in terms of

environmental infrastructure and information accessibiltiy. The provision of

services at school and at home were also regarded as beneficial. Home tutoring

was considered useful to assist students to complete assignments. The local

market also lacks resources that enhance information accessibility in Maltese:

We’re not geared up for physical disability. This is due to certain limitations and restrictions we have in terms of physical environment. As you can understand this requires resources, investment, employment, training. (Anthony, Adm) The government has to give certain things. We are not given any leeway financially for these students. Nothing. My complaint is that the school is given money as much as a boy in the primary school. (Mark, Q46) There should be more flexibility that the Maltese books would be available in soft copies. Soft copies are not for blind students only. There are students who have a severe physical disability, they can’t hold a book, but they can hold an iPad, tablet. (Marica, Adm, Q47)

The representatives of entities related to disability and inclusive education

emphasised the importance of socio-cultural and political shifts that occurred

since 1994 towards the development of inclusive education. The Equal

Opportunities (Persons with Disability) Act (Laws of Malta, 2000) was a

milestone that uplifted the disability sector from a charity to a rights-based

approach. It gave entities such as CRPD, the power to act against

discrimination and to educate on local legislation and the Convention on the

Rights of Persons with Disabilities of 2006. They recognised that there is

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ongoing development in the sector even at further and higher education.

However, investment is needed in broadening access for diverse students:

1994, the Inclusion Policy, that was a seismic shock. The disability landscape at university is unrecognisable from how it was. (Jason, Rep) In recent years there has been an increase of disabled people going to university. But we need to work more. (Alice, Rep)

The interviewees claimed that shifts in the modus operandi across

different sectors in education and entities related to education including the

MATSEC board, need to be implemented to increase efficiency and

effectiveness in the quality of inclusive education that is provided:

The SEC (Secondary and Education Certificate) and MATSEC are other barriers. Instead of addressing the limitations, we solve the problem by widening the access that leads to a culture of dependency, the attitude of give me the access arrangements. If you have a disability, in the way we assess you today it’s not fair, there’s no equity. You should have a right for an oral. Many students give up and they don’t sit for exams as they know that they can’t show what they know due to lack of opportunity to show what they know in the best method that they are able to. Why are the entry requirements closing the doors because a person does not have a pass mark in Maths or Maltese? This is leading that students are getting lost from furthering their studies. (Edmond, Rep, Q48)

The participants complained that employability of learning support

assistants prior to being qualified reduces the quality of inclusive education that

is provided (Haycock & Smith, 2011). It also creates additional stress on

teachers to cope with untrained learning support assistants and the pressure

to finish the syllabi on time. The sensitive age of adolescents should be

considered particularly when they are paired with young learning support

assistants as it could create emotional instability. Amongst the public, there is

the need for more education on the role of learning support assistants:

The LSA (Learning Support Assistant), many times won’t see himself as an LSA for all his life. They’re doing it, as a stop gap measure. He got a degree, he didn’t find employment and he’s going to be employed in October. (Jovan, Rep, Q49)

The representatives of entities indicated that inclusive education at further

and higher education needs further development. Since institutions lack

experience in having disabled students, they are reacting to students’ requests.

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Positively, the individual’s needs are generally seen to. They recommended

that institutions would reach a level of proactive planning, standardisation and

transparency of how the inclusive education policy is implemented:

When it comes to post-secondary and tertiary, the cohort is still new to a certain extent. We’re still learning the wheel. They would be very willing to help the student, but it’s more of an ad hoc system rather than having a structure and everyone is working along that structure. (Alice, Rep, 50)

As suggested by Healey et al. (2006), the participants argued that the way

forward depends upon the extent how much research is carried out to identify

what is working and what is not, and in training human resources to meet the

needs of inclusive education at different sectors. It was suggested that

platforms for discussion amongst different stakeholders could be organised to

identify the challenges and possible solutions that could improve the

implementation of inclusive education across the board:

With inclusive education for persons with a disability in Malta, I’m very disappointed. It’s not working. There’s the need that a survey, a conference, and there will be all the stakehodlers talking. Almost all the teachers tell me, “As if we can manage, it’s impossible. Do you know what pressure we have because of the exams!” (Louis, Rep, Q51)

The participants remarked that while disabled students need to be

supported to reach their learning potential and live with their peers, one needs

to respect the right of education of the other students too. It was acknowledged

that the higher the level in education, the more difficult it is that students with

complex limitations would be in mainstream classes throughout the day:

It’s inclusion for the child who has disability, but it doesn’t mean at the expense of the class. … I don’t believe that you can put different disabilities in the same class because the approach is different. There are kids that can cope in mainstream, but there are those that cannot cope or aren’t accepted because they aren’t understood. (Daniela, Rep)

Inclusive education is too expensive and not effective enough. On one side, they tell you, “Total inclusion, close down all Special Schools.” On the other side, they tell you, “You don’t want these children in a class as they are not taking anything!” (Jovan, Rep, Q52)

Heiman and Shemesh (2011) suggest that the teams in higher education

institutions should be sensitive to the needs of learners with learning difficulties

even when designing online courses. In this research, the interviewees showed

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that there is a lacuna in the opportunity of varied courses to young people with

different impairments that lead to employment opportunities that are more

vocationally oriented. Lack of further/higher education opportunities is

unsustainable as parents of young people with complex impairments would not

manage to retain their employment to assist their adolescent/adult children

while staying at home. These arguments are supported by Becky (2003) who

claims that when disabled persons have someplace where they can be

productive during the day, family members would be able to work. In this study,

most of the participants were against the setting up of the Resource Centre at

Wardija (a post-secondary school which forms part of a Secondary School

College). Conversely, some participants considered it as beneficial as it meets

the needs of young adolescents and adults with multiple disabilities:

Inclusive education is not succeeding. See how many are finding jobs. Many ended up at home. They were in inclusive education, then they ended up at Wardija where there isn’t even community participation. … I appeal for the authorities to offer incentives to persons with disability to attend post-secondary schools, to give special concessions to persons with disability who would like to learn a subject. (Louis, Rep, Q53) Every Resource School is part of a College so that they can benefit from teams and from resources in the College. The one of Wardija is a post-secondary. The teens don’t just go out for outings, they also go to employment places to do their practice. (Mariella, Rep, Q54)

Representatives of entities argued that politically, inclusive education has

been on the agenda by different governments. However, an evaluation could

be carried out so that the current system across all sectors of education would

be assessed. In society, there is still an attitude problem with regard to valuing

disabled persons for their own merit to society. Enforcement of anti-

discrimination legislation is crucial for a cultural praxis. Participants argued that

the quality of teacher training and career paths within the sector need to be

developed to create an incentive for educators to keep on specialising and

invest in lifelong learning. They also remarked that training to administrators,

lecturers, learning support assistants, the general pubic, parents as well as

peer preparation could contribute in building a common conceptual framework

of inclusive education that promotes social cohesion in a practical way.

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Moreover, the possibility of having different packages of inclusion and the

implementation of Universal Design for Learning needs to be explored further:

It’s easier to build a ramp than to change the attitude even at tertiary level because we still get lecturers who might not be willing to be recorded. (Alice, Rep) I’m not that knowledgeable how support is being given at post-secondary. The B.Ed. (Bachelor in Education) is still not giving the right amount of content on inclusion to address the issue of attitude. … The more services we provide, even the teachers are falling on the services. We have to review what effect are these having. I’m not saying that we won’t have the services. (Mariella, Rep, Q55) There is the need that we reflect and ask if the present system is an effective system of inclusion. I’m very worried about the post-secondary. The number of students with a disability is small. The form of inclusion that we’ve adopted is a culture of dependence rather than resilience and empowerment. A boy is not able, give him an LSA (Learning Support Assistant). This is the solution at present. I think we have chosen a philosophy and systems of inclusion that are not leading for the development of the values and skills of different disabilities. … With inclusion, we mean integration. We need different packages. We still have a charity model that needs to move to a rights perspective. There is the need of development in career training of teachers, LSAs, Heads and lecturers. The Universal Design for Learning is still underdeveloped. We have to create fora, a safe environment where parents and young people can speak about the inadequacies. (Edmond, Rep, Q56)

Riehl (2008, p. 184) explains that “Principals occupy positions that carry

unique responsibilities and opportunities.” In this study, the Principals’ attitude

in empowering disabled adolescents to speak up and in seeking strategies how

to implement inclusive education was regarded salient in reducing disabling

barriers. A positive attitude towards disability inculcates the impetus towards

removing social, educational and environmental disabling barriers:

The attitude. If the Head has a good idea, it would rub off onto the teacher, and the teacher would rub it onto the LSA (Learning Support Assistant) and to the whole class. … It’s the empowerment, let’s listen to them, and see what they have to say. (Daniela, Rep)

The participants argued that unless disabled persons and other minority

groups are considered as knowledgeable in their own field, are represented

and involved during the consultation process and decision-making,

improvement in inclusive education and inclusive employment is bleak:

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We get people who associate inclusion with disability, which is not the case. Inclusion is not disability. It is a branch of the tree. (Miriam, Rep) It’s very important that disabled people speak for themselves. It’s very important that we create the fora for disabled people to speak up about their own experience. (Alice, Rep)

The analysis of the focus groups transcripts showed that investment in

specialised training such as sign language interpreters and ongoing training to

support lecturers in finding ways how to implement a common vision of

inclusive education is needed. For continuous professional development

sessions, the members preferred short sessions of training that focus on the

needs of the students that the lecturers would be teaching rather than focusing

on general instruction that should be part of the teacher training course.

Moreover, the participants remarked that the teacher training course needs to

address inclusive education more rigorously rather than giving general

instruction on educational matters. Similarly, Golder, Jones and Quinn (2009)

sustain that ‘The Training and Development Agency’ should improve initial

training and organise professional development training in the field of learning

difficulties and disabilities for all teachers:

I can’t imagine like another chunk of the day in training, I think at university before they go out, inclusive education shouldn’t be an option. Tell me a bit what I have in my class and that’s it. (Audrey, Fg, Q57) There are very few people who offer sign language in classes. There’s a great need. If training is done it shouldn’t be done after working hours or there could be certain days allocated for it, maybe in September before the students start. (Matthias, Fg, Q58)

Participants insisted that a clear vision of inclusive education that

proposes a set of practical strategies whereby the benefits of inclusive

education are valued, understood and owned is needed. Otherwise, inclusive

education remains a questionable notion and negative attitudes would harbour

different stakeholders. To reflect integrity and due diligence, the strategies in

implementing inclusive education have to be evaluated and monitored by

experts in the field of quality assurance and the respective subjects:

If we as lecturers, as an institution can really show that this thing is rewarding for everyone, then yes, we will be in a position to have an enabling context and get rid of barriers both physical and social. All this

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costs money. There has to be a strategy, saying, “What do we really need in terms of equipment, support, changes in the syllabus?” (Sean, Fg)

The members of the focus groups argued that there has to be a

consensus on the type of support that is available in class as this aspect

involves political decisions. Having learning support assistants or teacher

assistants in the class encapsulates a political debate:

Another teacher in class with me, I think that I would become confused as a ship sails with one captain. When I had the LSA (Learning Support Assistant), the roles were defined. I’m the teacher and he is helping the student. He knew the subject. (Manuel, Fg, Q59) An LSA (Learning Support Assistant) in the classroom. How it will be implemented and how will it be taken up by us, us being the lecturers? How am I going to feel about it? There has to be a rethink, thinking about what should higher education be, how we do it, how we teach it, whether there’s going to be one person, team teaching. What roles would everyone have? Otherwise, there will be resistance. (Sean, Fg)

Keating, Zybutz and Rouse (2012, p. 254) state that “an educational

institution needs to take into account students’ learning needs to make

assessments more inclusive.” This implies “effective communication between

students, academic support staff, technical support staff and academic tutors.”

In this study, the participants remarked that methods of assessment have to

reflect strategies that enhance and consolidate inclusive education.

Participants maintained that assessment controls what and how lecturers

teach. In case the mode of assessment does not match the way students can

show their knowledge, it reduces the chances that they are promoted to the

next year of the course or obtain a qualification that reflects their abilities:

In our case, the most appropriate exam, that would be an oral exam. Why should the 100% of the mark depend on the two-hour exam? It should be part assessment and part exam. (Rupert, Fg, Q60) As type of assessment it should be formative. This wouldn’t just help disabled people, but everyone and there would be an oral part, written part, and more visuals. (Matthias, Fg, Q61) As assessment methods, those that he finds himself most comfortable in by speaking or writing. He is the principal, he has to lead. I do what he wants. (Arnold, Fg, Q62)

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The focus group members debated that a pro-inclusion culture renders

different stakeholders open to alternative solutions that help students access

learning and assessment. It also encourages individuals to question one’s

beliefs and practices and the status quo of educational institutions and

examination boards. The use of technology as part of a pro-inclusion culture

was regarded as problematic as there is a lack of standardisation in its use and

training in how different stakeholders can use new technologies that enhance

teaching and assessment:

This is a question of an attitude. It’s either we embrace technology or else forget it. We’ll definitely include some more. (Sean, Fg) Technology always helps out and if you have disabled people, there is a whole range of technologies which can make life easier. Once you use technology to open the classroom, there is a lot of potential if you have a good internet connection. (Maureen, Fg)

It was maintained that community building is a lifestyle that has to be

nurtured from a young age. Inclusive practices such as group work foster

students to develop positive attitudes towards diversity and promotes social

inclusion and cohesion. Group work builds social capital and support amongst

friends is powerful as each would be encouraged to overcome the challenges

that a new environment could create. Timson and Ellis (2013) explain that peer-

assisted study sessions whereby higher-year students lead small groups of

lower-year students through group-based study discussions reinforces adult

learning principles and promotes reciprocity among students and colleagues:

It’s a question of attitude and having inclusive education from when they are young. The best is having students helping other students. If you have group work and you’re changing the groups, you’re getting the students to work with persons with disabilities and vice versa. (Maureen, Fg) Students who aren’t in the mainstream would never be in the norm. It’s always the case of us and them. When you’re including people, you learn to see beyond yourself, both for the student with disability and not. (Christine, Fg, Q63)

7.3 The politics in implementing inclusive practices

The interviews with the academics revealed that there is a distinction

between schooling which refers to the acquisition of qualifications and

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educating which means personal development towards good citizenship

(Rioux, 2008). The quality of inclusive education at primary and secondary

levels influence students’ success to further their education. Preferably, syllabi

would give time for educators to fuse the domains of schooling and educating.

Currently, the consolidation of schooling and educating is problematic:

People should think that education is for everyone. Our understanding of human rights is not yet so strong in terms of that everyone is entitled to respect as a human person. (Peter, Ac)

It should be inclusive schooling not inclusive education because our system does not focus on education if by education we mean that you’ll become a better person than you are now. If you’ll see the teacher’s course it focuses on how you manage a class, how you create interesting lessons. (David, Ac, Q64)

The participants remarked that inclusive education in Malta is

experiencing a dichotomy between policy and practice. Implementation of the

inclusive education policy poses various challenges. Small class groups were

favoured by the participants as they create a learning environment that

promotes social cohesion and access to learning. Small groups also permit an

educator to fuse educating and schooling. Using technology in class and in

assessment enhances the implementation of inclusive education. Lyon and

Lagowski (2008, p. 1575) “indicate that students in a large-class environment

modified to accommodate to small learning groups achieve at a higher level

using the conventional academic measures of achievement”:

I prefer small classes. When it’s a small community, they get more help. (Jack, Ac)

I am very critical of the MATSEC concessions, what they are giving and why they are giving it. What we need is to help everyone access learning, using technology. We need to look at the person holistically. (Charles, Ac)

According to the participants, in Malta we need to respect student

diversity by creating more opportunities at further and higher education where

students can access learning at their own pace and in the mode that matches

their learning style (Giangreco, 2017). It was agreed that the involvement and

participation of disabled people is a contributory element to the ideology of

inclusive education. However, the major concern is when students with specific

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disabilities would distract a lesson/lecture. There is lack in understanding

students who exhibit particular behaviour that is interpreted as misbehaviour:

University is not the only place where you can have lifelong learning. So if there are other places, then I have a choice where to go. Inclusivity means respecting diversity. (Rachel, Ac) For us disabled students have a good contribution to make. They come

with a different point of view of life and a rich experience of interactions

that didn’t work or that worked despite difficulties. (Marianne, Ac)

Human rights, democracy and social justice which correspond to the

values of the United Nations Convention on the Rights of Persons with

Disabilities (United Nations, 2006) were the three pillars that participants

considered salient throughout the educational system in terms of inclusive

education policy and implementation. They maintained that there is the need

for ongoing investment against an “educational system that creates apartheid

among children” (Charles, Ac, Q65). The infrastructure in each sector has its

weak points and these limit the quality of the services provided. This shackles

the extent disabled students can reach further and higher education:

On a philosophical level, we have many people who don’t believe in inclusion, then you have a level of competence that is lacking, the level of specialised training which is lacking, and few who are truly competent, trained and specialised, but are buried with work. (Charles, Ac, Q66)

The participants stressed that the implementation of inclusive education

poses great challenges on a day-to-day basis. The promotion of inclusive

practices in terms of environmental and educational access supported by

positive attitudes towards persons who need specific educational needs are

key to enhancing the quality of inclusive education in schools. They recognised

that accessible educational practices for disabled students amongst other

minorities is protected by anti-discrimination legislation (Laws of Malta, 2000).

The participants suggested that as much as possible disabled students should

be kept in the mainstream class. Collaboration amongst staff, flexibility and

adaptability in educational programmes ensure that all students are reached

and supported accordingly (Björnsdóttir, 2017). Lack of environment, social

and information access increase the propensity that disabled students drop out

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of courses. The Universal Design for Learning framework was regarded to

complement inclusive education on a theoretical and practical level:

Students with disability are not entering university. The way courses are designed don’t help those who have a disability. We have to be convinced that people deserve the chances and everyone has his own way and rhythm. We won’t have one model of inclusive education that fits at primary, secondary and university. There has to be flexibility. The Universal Design is being introduced in Malta. (Alan, Ac, Q67)

Pro-active planning was regarded as crucial to minimise the need for

persons to disclose their impairment as the environment, systems and

practices would be already accessible. Implementing Universal Design for

Learning and improving upon the means of communication within and across

educational institutions would enhance the quality of inclusive education (Tanti

Burlò, 2010-b). It would also promote social inclusion and social cohesion

amongst stakeholders. Some participants reinforced that some students might

need additional support that is tailor-made according to their needs:

The post-secondary institutions are not proactive. They’re not promoting their institution amidst persons with disability. If so, we would already have the infrastructure in place and there would be many more students. (Charles, Ac, Q68) You are always going to need specific arrangements for specific people. The system, facilities, buildings, educational materials should be Universal Design inbuilt. … The flow of information from Administration to lecturers is very important. (Alexandra, Ac) There are a number of students where their disability became progressively worse at sixth form. Somebody whose becoming blind and still cannot accept it, won’t accept access arrangements or doesn’t even speak about them. (France, Ac)

The participants indicated that lecturers and other staff need to be

supported both if they are disabled and if they need guidance about developing

more inclusive practices from a rights-based standpoint. Large groups of

students and lack of information about students’ educational needs hamper the

extent educators can reach out to students. Distance learning opportunities are

needed for those students who would not be able to attend lectures Blended

learning enhances the quality of inclusive education as it accommodates

different learning styles. Porter and Graham (2016) claim that influential factors

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in adopting blending learning are providing infrastructure and support and

recognising the institution’s purpose for adopting blended learning:

In reality, with today’s technology, if you have someone with a mobility problem, he doesn’t even have to come to university if the Moodle platform works well and if we’ll have blended learning. (Alan, Ac, Q69) I don’t know what students I have in front of me and if they need support. Even the numbers we have are big. (David, Ac, Q70) There needs to be more awareness perhaps among lecturers of what they can do, more awareness of the ADSU (Access Disability Support Unit), allowing recordings and sending notes. (Alexandra, Ac)

Extensive and rigid entry requirements at further and higher education,

limit the possibility for students with specific impairments to enter a course.

Rigid examination procedures also restrict students from pacing their own

learning and sit for an exam when they feel ready to do so:

We have a very rigid educational system, even here at university. We have to get the technology in place. Even culturally we need to open up especially the entry requirements need to be flexible. (Eleonora, Ac) I think that flexibility needs to be for all students, but up till now it’s very rigid, you did the study unit, you have to sit for the exam. Not every student is ready. (David, Ac, Q71)

Training of non-academic staff was considered essential to complement

the implementation of inclusive education (Healey et al., 2006). They contribute

to the welfare of disabled students, lectures or other staff members. The role

of counsellors and guidance teachers in career guidance was regarded

essential to support students during their transition from one educational level

to another or from one institution to another even at the same level:

There needs to be better career guidance apart from making further and higher education levels more accessible. (Alexandra, Ac) Counselling is important and the training of academic, administrative and technical staff. We need to go along with that. (Marianne, Ac)

Self-help strategies that disabled students develop to be autonomous

learners were believed important (Lifshitz et al., 2007). Participants argued that

a cultural change is needed about the type of support that is reasonable to be

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requested at further/higher education. Environmental accessibility reduces

students’ dependency on peers or the risk to quit by the first year:

Disabled people need to have a sense of responsibility for their own life, not all the time expecting things from people, including fighting for your rights. (Alexandra, Ac) If the campus is not going to become more user friendly, we won’t see students with disability who will continue the course until the last year. They tell you that they always had an LSA (Learning Support Assistant). When they came to university, they felt totally lost. Maybe there should be a transition. (Veronica, Ac, Q72)

The academics indicated that persons with activity limitations are more

likely to access the curriculum as they need very few reasonable adjustments.

Second are persons with visual and hearing impairment. Persons with

intellectual disability and learning difficulties are further down the hierarchy.

The provision of access arrangements needs to be evaluated as persons with

hidden impairments are limited in accessing exams. The participants agreed

that the integrity of the subject and examination boards should be maintained:

We have to ensure that the students get the access arrangements that they need, but the integrity of the examination is retained. (Marianne, Ac) At university, a lot of work has been done for making the university accessible physically and now for exams we do provide access arrangements. It’s for those whose needs are not so clear, especially for dyslexia. There is the issue. (Peter, Ac)

Administrators debated that further education institutions are a half-way

route between secondary schools which offer a sheltered environment and

university that promotes more autonomy. They emphasised that to prevent

abuse, be transparent in the provision of access arrangements and to respect

the integrity of the examination boards, they demand formal documentation

about the students’ needs (Lovett, Nelson & Lindstrom, 2015). They highlighted

that during adolescence, students were encouraged to start fending for

themselves. Disposition to offer support and collaboration among students,

administrators, lecturers and even parents were considered essential in

creating a positive experience of inclusive education. Parental support and

guidance were seen essential so that parents would empower young

adolescents to voice themseves. Administrators acknowledged that at times,

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they were restricted in meeting students’ needs either because the students

would not disclose their needs or do not consent that they would communicate

the information to the respective lecturers:

We encourage the parents to tell us what’s needed. Parents have an important role. … We inform the subject coordinator of what the student suffers from and what are the needs. The subject coordinator tells the respective lecturers. You have to see if the student wants to tell the lecturers. (James, Adm, Q73)

The administrators have to be open to these needs. The teacher needs to be receptive to accept them in class. Collaboration between the parents and the teachers, meaning they’ll find the best way so that these students move forward. The other entities, institutions have to give their assistance. (Mark, Adm, Q74)

Lecturers’ role was considered salient as they meet the students (Shek &

Wu, 2014). Lack of standardisation with regard to information accessibility

disables students. Posting notes online and the possibility of recording lectures

is still optional. Lack of infrastructure limits the possibility where distance

learning could be implemented in an effective way:

At university, there are still lecturers who resist from sending material so that the student would be able to prepare himself and during the lecture he’ll be able to interact with his friends. We cannot oblige someone to send something. We should have the possibility of video conferencing, video recording. … If a lecturer would be preparing a programme of studies, it should be taken into consideration that you could have students who have different needs. (Marica, Adm, Q75)

The analysis of the administrators’ interviews indicated that in promoting

and implementing an inclusive culture, both the student and the school

community have to adapt to each other. There are also limitations arising from

the students’ impairment and examination boards in having exams adapted to

students (Swain & French, 2000). A challenge of inclusive education is finding

a balance between supporting the individual, the common good of the class,

and coping with the academic pressures. If the trend in reducing learning

support assistants at further education is enforced, participants expressed

apprehension about the legal parameters that protect the school personnel in

case a student who needs assistance hurts on school premises:

We try to help the students, but there are certain limits that originate from the same impairment. … The educational institution has to help the

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student and the student has to do his own part. We insist that there won’t be an attitude of pity. (James, Adm, Q76) The institution has to adapt to the needs of the student. The students around them also in a way adapt and care more. There is an element of adapting that the student needs to do because just like the student has a right, the others have the right. So, the difficulty is finding the balance. And the needs of everybody including the teachers, to carry on with the syllabus. (Graziella)

The administrators argued that persons requesting support need to

develop appropriate advocacy skills (Watson, 2005). Participants stated that

students need to present solutions. Disabled persons need to be realistic on

the demands they put on administrators and lecturers as there are other

students who have to be taken care of at the same time. Putting additional

stress on peers damages one’s relationships. Standardisation and

transparency in the type of support students can obtain would reduce conflicts:

There were students with a disability. They were very demanding on their friends, and in fact their friends avoided them. (Marica, Adm, Q77)

The administrators argued that a student’s choice of subjects affects the

success in completing a course and to obtain a qualification. Science subjects

tend to be more challenging. Career guidance minimises disappointment while

following a course at further/higher education which could affect the chances

of employment later on (Agovino & Rapposelli, 2016). Guidance enables

students to become conscious of what they have to face. However, there is a

fine line between patronising and empowering students to take an informed

decision. An appropriate approach in guiding students was deemed essential:

I try to help them to be conscious that most probably, when they’ll be employed, they’re not going to have these arrangements anywhere. Our idea is that as much as possible, they’ll find coping methods with the difficulty they have. (Jarod, Adm, Q78)

Some administrators argued that in highly competitive environments,

disabled students find a barrier in choosing science subjects. There is the

understanding that disabled students can do better in less competitive subjects.

Others underlined that although they give guidance, ultimately it is the student’s

decision. They considered presumptuous to adopt an attitude of knowing the

student’s abilities and what the student could do after completing the course:

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We had students that because of their disability, they were going to find a difficulty in a course. I’ll try to help the student to become conscious of these limitations, but finally the decision is his. (Jarod, Adm, Q79) Doctors and people tell us that it’s very important for this particular student to come into our sixth form because it’s smaller and sheltered. Usually we do not allow them to come in courses where there’s a lot of competition. (Jonathan, Adm)

The politics within the classroom were regarded as crucial in creating

learning environments that respect each student’s right of education. Although

the policy within further and higher education institutions is an inclusive one,

there are limitations to how smooth it can be implemented in class:

Inclusive education, it’s not just I have all the students in class. A certain integration should be done, but not at the expense of the student and of the class. There is a category of students that for their own good, it doesn’t make sense to be in the core class, someone has to be with them. … As soon as a student joins a class, he has to be there to take something. If it’s not the right place to take it while in class, he shouldn’t be there. He has a right, as all the students to be stretched up to their maximum. (Timothy, Adm, Q80)

It was maintained that in academically oriented institutions, there is no

room where any student distracts the rest of the class. There are already

pressures to finish the syllabus within relatively a year and a half. The more

competitive the environment within the school is, students’ expectations in

receiving quality teaching with minimal distractions increases. Thus, some

administrators indicated that individual support from learning support assistants

is essential to minimise classroom distractions:

As policy, we are inclusive. As long as the student has the support to be able to cope with the lesson and with the content, we don’t have any issue. (Timothy, Adm) Students at this level even look upon students who disrupt in a negative light because they want to move on. There’s a very vast syllabus that has to be covered in one year, six months. Students look up to students with a disability as long as they’re not being affected. They don’t want to be distracted. If the teacher’s time is taken up by these people who are distracting, then it’s not fair on them either. (Jonathan, Adm)

Other administrators argued that the intervention of support staff

challenges a student’s identity. Therefore, students tend to seek support from

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their peers. During adolescence, an identity of dependency and inability

challenges group dynamics and the extent a student is accepted:

There is the need for a revision. The material that is being given is too much for the time available. You have to consider that it’s not a two-year course. (Mark, Adm, 81) We know that the type of support that we offer by the LSAs (Learning Support Assistants) has to be different from that given at secondary level because here our aim is to train the students for work. The age varies, meaning, it’s difficult to find a student who accepts to have an LSA, one-to-one with him, as here the students will be mixed. (Jarod, Adm, Q82)

Classroom size was also considered as a contributory factor in

implementing inclusive education. Small groups promote a higher chance for

the lecturers to reach out to all students while coping with the pressures of the

current syllabi. Once group members have good quality interaction, in small

groups, students are more likely to get to know and support each other

(Linnenbrink-Garcia, Rogat & Koskey, 2011). This system creates a

sustainable network and reduces the need for learning support assistants:

The maximum size of the classes is thirty. We take into consideration where we’re going to place the student. (Graziella, Adm)

The administrators pointed out that certain entry requirements limit the

extent disabled students can enter further and higher education courses. They

indicated that the type of activities that have to be completed during the courses

such as fieldworks and the type of examinations students have to sit for have

to be considered so that disabled students would not be at a disadvantage:

At university, they are not given all the chances to continue. … We had a student, he got the MATSEC certificate of the A-levels by the third year, but at university they shut the doors at his face as they told him, “You don’t have the O-levels.” (Mark, Adm, Q83)

Where possible the assessment methods are the same as those of other students. The most problematic is where there are diagrams especially when the person is visually impaired. That’s why career guidance is important so that suitable subjects are chosen and the student would know what’s in the exam. (James, Adm, Q84)

Van Damme (2001, p. 424) claims that “internationalising curricula

however can also be seen as something more comprehensive than developing

curricula with international contents.” In this study, data analysis showed that

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with regard to vocational courses, there is a dichotomy in the entry

requirements and course description of local and foreign courses, but in Malta,

they are accredited equally. Students following foreign online part-time courses

would be in a better position to balance between work and study. Job

experience would increase students’ probability of securing their employment

prior to the students attending local institutions on full-time basis:

We a have a large number of students that after the secondary school they do a private course. In Malta, we are offering the same degree in educational institutions, but we are increasing other things which are the key skills. Those type of courses appear more relevant, they attract students as you’re studying what you need. (Jarod, Adm, Q85)

Taras and Davies (2017, p. 137) sustain that dialogue across national

higher education bodies, institutions and other related entities is essential to

“promote a shared understanding of assessment theories and practices.” In this

study, the administrators underlined that in academic institutions, the provision

of access arrangements is challenging as ultimately for local examinations, it

depends upon what the MATSEC board will grant the students. Some further

education administrators give the same access arrangements as given at

Secondary Education Certificate level, but other administrators reduce access

arrangements such as extra time. The MATSEC board as part of the University

of Malta was considered as a hegemonic entity that regulates the methods of

assessment offered, syllabi and eventually what is taught in classes. During the

scholastic year, administrators are committed in providing access

arrangements that are fair and reflect the integrity of the subjects and the

institution. On the other hand, the participants sustained that alternative means

of assessment should be provided to all students as not all learners can show

what they know through the available means of assessment:

Extra time is a very good help, even because of the processing, tiredness. The option in an assessment should be given to everyone if we want to implement inclusion. (Marica, Adm, Q86) Ideally, you’ll have a mixture of formative, summative, but that doesn’t depend on us. It depends upon the MATSEC system. … At A-level the access arrangement is less. (Jonathan, Adm)

The representatives of entities revealed that although support should be

given to help disabled persons reach their full learning potential in an equitable

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way, disabled persons need to be realistic about their requests. They reinforced

that disabled people need to develop self-help strategies to become

autonomous learners and develop appropriate social skills to exercise self-

advocacy and agency (Lifshitz et al., 2007). At further/higher education, peer

support was considered more beneficial than learning support assistants as it

contributes to the development of social capital. In the long-term, adopting a

dependency approach reduces the chances of employability:

If the goal is employment you expect to have an adult sitting next to you throughout the working day, it’s not going to work. (Jason, Rep, Q87) The arrangements are there to bring disabled people at an equal level with others. If you’re not independent at university level or at post-secondary, then when are you going to become independent? LSAs (Learning Support Assistants) are hindering the person from socialising with others. (Alice, Rep)

The representatives of entities highlighted that environmental and

information accessibility as well as support from staff at the respective school

and peers affect whether there would be successful stories of inclusion or drop-

outs (Canadian Council on Learning, 2009). Distance learning and blended

learning were considered essential to reach out to students who have different

learning styles, but the University of Malta is falling behind in this regard:

Distance learning might be useful for certain people, but the social aspect of university is very important. I knew that I had all the university backing me up and I had a very good support system by my friends. (Alice, Rep) Blended learning is the ideal. … You should go to free MOOCs, that is, Massive Open Online Courses. With regard to virtual education, we are immensely backward. (Jovan, Rep, Q88) Accessibility is not only ramps, but it is accessibility in pedagogy, curriculum and assessment. (Edmond, Rep, Q89)

Support in terms of having lecturers, parents and disabled adolescents

learning about the technology that is available on the market in the current

society rich in Information Computer Technology helps disabled students on an

academic and social level (Wong & Cohen, 2011):

They should be provided with an iPad and tablets in classes. Install energy savers, anything that doesn’t flicker. People who have hypersensitivity to light, it could get them very distressed. (Daniela, Rep)

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Financial support was considered important to sustain all students,

particularly to disabled students who have to face additional expenses to

increase their independence, access the environment and information.

Realistic social benefits that reflect today’s cost of living and standard of living

increase the chances for disabled persons to complete their studies without

relying on the charity of persons of good-will and family support:

Having a disability, it does incur extra expenses. When it comes to university, whereas your peers might be studying and have a part-time job, it’s very difficult for disabled people. The supplementary grant is very important as it gives disabled people the independence that they need. Relying on family or on the good-will of the people around you, it’s not very empowering. (Alice, Rep)

The focus groups members claimed that dissemination of information

about students’ learning needs was inconsistent. Lack of disclosure confused

lecturers about what to do in case of emergencies that could arise due to a

particular impairment. Adolescence makes students very sensitive towards

disclosing their impairments, learning difficulties or medical needs particularly

when they are hidden. Developing a positive relationship with students was

regarded useful as it encourages students to disclose their needs. However,

this support could be inconsistent across institutions (Molina et al., 2016):

The administration tell us. Regarding Data Protection, if I’m responsible for them, I need to be aware of my responsibility. (Rupert, Fg, Q90)

There are students who have disabilities which are not so obvious and they don’t say anything. You get to know about them when you start relating to them during the year. Maybe the problem has to do with adolescence. They are in a new school with new people. (Maureen, Fg)

Lecturers were believed to be main stakeholders in the implementation of

inclusive education both in the teaching and assessment components (Shek &

Wu, 2014). The participants remarked that in supporting the lecturers’ input,

dissemination of any relevant information has to be done as early as possible.

Synergy across stakeholders affects the quality of inclusive education students

are likely to experience. The involvement of disabled people in the consultation

process prior to entering a further education institution and during the course

enhances the quality of the teaching and learning experience. Consultation

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reduces pressures arising from power tensions between students, lecturers

and administrators, but enhances empowerment between stakeholders:

We need to improve communication with all the stakeholders. The sharing of information. I do feel isolated. If I had to look at inclusive education, I don’t have an idea of what’s going on outside here. (Sean, Fg)

Even giving a voice to the student, that’s already helping the student learn more about him or herself. (Christine, Fg, Q91)

Disclosure is very important. When they apply, they’ll ask them if they need help. They explain to them that they’re not going to be prejudiced, to the contrary. The counselling did some peer support. (Dennis, Fg, Q92)

Both students and lecturers have to adapt to each other by going through

a process of personal and social adjustment to create a successful experience

of inclusive education (Lifshitz et al., 2007). Dialogue, active participation and

collaboration among disabled students, peers and lecturers improve group

dynamics. The greatest advantage of inclusive education is that it presents a

learning space for peer learning that benefits disabled and non-disabled

students. Non-disabled and disabled students become sensitive to the needs

and realities of other students. On the other hand, representing disabled

persons as heroic or as people who evoke admiration or are instrumental in the

betterment of others is dangerous in developing negative oppressive

stereotypes about disabled persons (Fulcher, 1999; Barnes & Mercer, 2009).

This sensibility promotes teamwork and community building that reduces the

need for learning support assistants. Lecturers recognised that they have a

dual role in schooling and educating young adults. They also have to be fair

and reach out to all students. Blended learning was considered to enhance

quality in education:

It should be a bit from both. It has to be cocreation, there has to be dialogue and feedback, at least after the lessons so that we’ll prepare them for reality. (Dennis, Fg, Q93)

I use Power Point presentations. I send the presentations and homework by email, but not only for them, even for the others. (Audrey, Fg) It’s not just a service, there’s education, there’s role modelling, there’s student formation of values. … I’m teaching the same group. She’s not part of the group anymore, and the group is not as connected as it was last year. She was a pivot. She was an opportunity for other people to practise virtue. (Rupert, Fg, Q94)

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The members of the focus groups revealed that the medical aspect of an

impairment has its value as a means of information to lecturers on the students’

abilities and limitations that originate from the nature of a specific impairment,

particularly when it’s a hidden impairment (Lovett et al., 2015):

If you’ll have a person who uses a wheelchair you’ll notice what’s his disability. Who has a different disability you won’t know, as it won’t be visible. So, it will be difficult if you’re not informed with a psychological report or a medical report. Some of the lecturers won’t know who would have a disability as he’s shy to tell. These will be 16 year olds, and he’s afraid to be ridiculed. (Matthias, Fg, Q95)

The participants remarked that a student should be in mainstream

education if it is best for the student. The reality is that at further/higher

education, it is a rat race and this pushes lecturers and students to take up a

fast pace. In competitive environments, the pressure is even greater. Lecturers

indicated that they are committed to adapt to the students, but up to a certain

extent, the examination system and how courses are designed create

limitations. Factors that distract students and lecturers during lectures have to

be minimised and addressed. Thus, different types and levels of support could

enhance students’ success in an inclusive setting (Armstrong et al., 2010):

If you’re going to have a very disruptive student, you have an issue. One has to see why this boy is being disruptive. (Dennis, Fg, Q96) The reality of the syllabus and the level requested by the university or the MATSEC board. It’s not enough, to tell the teacher, “Listen you have this student, lead him to this.” You have a class of thirty. How am I going to manage? (Carl, Fg, Q97)

We all have a right to education, but as long as no one is suffering. As long as the teacher can carry on with the lecture and no one is suffering it’s ok. If one or the other is suffering, there has to be a compromise, but if you have a deadline, what type of comprise are you coming up with? I would much rather teach them separately, but at least I know no one is being frustrated. (Rupert, Fg, Q98)

The participants identified that lecturers’ difficulty to implement inclusive

education also arises due to a lack of knowledge how to meet specific student’s

needs, familiarisation with disabled students in class and a lack of resources to

support learning of persons with different disabilities. Although improvisation

and trial and error could work, it does not render quality inclusive education:

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At the beginning, I used to catch myself, for example, “All of you open page 15,” or, “Look at the board.” I felt my lack of professionalism to meet her needs, but eventually I tried to cater as much as I could. I think, we ought to be trained. (Rupert, Fg)

At present, there are students who experience difficulty in completing an

academic course that incorporates subjects to be studied at Advanced and

Intermediate level during two scholastic years which is equivalent to one

scholastic year and six months. The current syllabi and number of subjects that

students have to pass to enter the University of Malta pose a problem:

The syllabus is a bit crammed. Either it would become three years and the syllabus would remain the same or else the syllabus would be shortened so that you’ll have more time to give quality not quantity of information. (Manuel, Fg, Q99)

Small groups and individual attention were regarded as strategies that

help lecturers to motivate, listen and reach out to all students. It was advised

that lecturers would be supported on different levels (Albertyn, Machika &

Troskie-de Bruin, 2016), and the examination system would help lecturers to

implement inclusive education. Examination boards need to evaluate their

assessment measures to correspond to student diversity:

A lot of focus on differentiated teaching strategies and that we adapt to the students and then one exam. There will be aims for everyone, but they reach them in different ways. The exams will be more oral. We don’t have much say. (Yolanda, Fg, Q100) MATSEC board needs to reform itself to make it accessible for these students. I try to give her the notes with the format that she wants so that she’ll be able to access them, but there is a limit on how much you can do. If MATSEC, the school, the educational system tell you that you have to be inclusive, but at the same time leaves you without tools, what am I going to do? Support has to be given to teachers on all levels, financial, administrative, pedagogical even psychological. (Carl, Fg, Q101)

The focus group members remarked that environmental disabling barriers

on campus inhibit lecturers to implement teaching strategies that reflect

inclusive education. When the syllabus demands that lecturers organise

outdoor activities like fieldworks, the natural environment of the small islands

of Malta create an accessibility problem. This implies that lack of environmental

access limits one’s completion by experiencing freedom (Freire, 1996):

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The building is old. The classes aren’t all equipped with the overhead projector. We don’t have internet and speakers. (Manuel, Fg, Q102) In the new places, the walls are single walls. You’ll increase the sound and it will be heard from the class next door. When I have a big class, I feel that the students are lost. I can’t stay next to her all the time so that she’ll hear me. From a distance, there’s an echo. (Carl, Fg, Q103) He was in a wheelchair. It was difficult for him to come to the fieldwork at Għajn Tuffieħa. I wouldn’t just take them to a place like that, at random, I’m restricted myself. (Audrey, Fg)

7.4 The politics in creating synergy within and across

different sectors

Academic participants maintained that there is a lack of logistical

practices that limit smoothness in the transition of students from one class to

another and from one sector to another. Ongoing professional development of

educators is important so they would keep abreast with the realities of the

present. Quality support to disabled people and their families throughout

different life stages would increase the chances for disabled people to reach

their full learning potential, enjoy independence and social inclusion. Shilling,

Bailey, Logan and Morris (2015) remark that sharing experiences amongst

parents is a critical factor in parent peer support intervention programmes:

My suggestion is that you’ll build the individual from the early years, you’ll support him with the best services so then the transition from the compulsory system to the post-secondary and tertiary system will be normal and natural. (Charles, Ac, Q104)

The administrators emphasised that when students develop an

impairment during the course, synergy across different stakeholders such as

the student, learning support assistants, parents and examination boards has

to be created within a short time for the acquisition of access arrangements,

and to support the student during this difficult time. Collaboration minimises

regression on an academic level and psychological wellbeing:

We’ve had a student whose condition was diagnosed between the end of the first year, beginning of the second year. The LSA (Learning Support Assistant) who was working with another student gave her own time to help this student. (Jonathan, Adm)

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The participants argued that a smooth transition between secondary and

further education institutions as well as between further and higher education

institutions and employment contributes to the implementation of effective

inclusive education as all stakeholders would gradually become aware of the

realities of different disabled persons. Individualised educational programmes

that create a smooth transition across the educational sectors and employment

enhance the quality of inclusive education (Office of Special Education and

Rehabilitative Services, 2017). Planning and communication facilitate

transitions. In certain institutions, planning was more formalised as a

conference meeting among the lecturers, parents and the student was

organised at the beginning of the scholastic year. In other institutions, planning

was done in an informal way with the administrators:

Evaluative exercises are usually done with the parents. Parents and the kid will be at school and we have a conference with all the teachers concerned. (Jonathan, Adm) There is the need for more continuous collaboration between post-secondary and agencies that offer support in training and employment. (Gordon, Adm, Q105)

During the last two years at secondary level, preparation for the lifestyle

at further/higher education was regarded essential. Commitment in providing

pre-induction support, student services, professional training and career

planning would prepar students to the reality at further/higher education

(Vickerman & Blundell, 2010). Intermediary personnel between sectors ease

the transition and their support encourages disabled students to further their

education. Administrators would also be aware of the prospective students who

could attend the respective further education institution:

When the students arrive here (university), they depend on the LSA (Learning Support Assistant) and their parents. After three months, they become independent, but only if they come prepared! Where possible we work during the summer to prepare them. (Marica, Adm, Q106) At Form 5, the support has to decrease slowly because the student as soon as he’ll come here (sixth form), he’s going to find a different reality. We don’t want that the student would have a shock and he’ll stop or won’t come here. We have a Transition Officer. His work is to see all the students who will come the following year. (Jarod, Adm, Q107)

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Planning in advance gives administrators and lecturers time to familiarise

themselves with the students’ abilities and limitations while the students would

have time to introduce themselves to the new environment. Good practices of

inclusion in the primary and secondary schools could be adapted and

transferred to further education level:

There should be a process of a structured transition between secondary and post-secondary level. The service of an Inclusion Coordinator at this level should be given and more flexibility to post-secondary institutions in the implementation of the IEP (Individual Educational Programme). (Gordon, Adm, Q108)

Bai and Martin (2015, p. 1240) claim that professional development

programmes for administrators are essential since “school principals who

completed the survey expressed a need for some professional development

regarding how to best serve student with disabilities.” In this research,

administrators’ attitude was regarded as highly influential as they have to liaise

with other entities and give directives for changes to be done. The allocation of

limited funds from the government to improve environmental and information

accessibility on campus was considered as a challenging situation:

We have to consider that most of the building is old and the needs of persons with disability were not given importance. It is a financial problem. We encourage the students to speak up about all that they need. (James, Adm, Q109)

The participants maintained that students’ impairment or difficulties tend

to be stabilised since they would have sat for Secondary Education Certificate

exams and it is very unlikely that their condition would improve. It was pointed

out that more guidance and information is needed for students and parents to

know how to complete the documentation of the statement of needs that is

used for the application of access arrangements. Collaboration from the

MATSEC board and entities that provide services for students to complete their

statement of needs, guides administrators about what type of access

arrangements would be given to students with learning difficulties. To curb

abuse, particularly with regard to hidden impairments, external documentation

was sought to provide objective data (Lovett et al., 2015):

MATSEC tries to accommodate as much as possible. … I think that for these students, even to their parents, they need to give them more

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information, what is needed to be done over time, and when they need to do updates. What is worrying me is, the Specific Learning Difficulties Service. If specifically you are told that you have to do the test, don’t try telling me no. A mother told me, “If I’ll do the test privately, it would cost me around 300 euros.” (Mark, Adm, Q110)

As argued by representatives of entities, public transport has to operate

efficiently and be accessible so that disabled students can attend further/higher

education institutions independently without experiencing additional struggles

(Barnes & Mercer, 2011). Relying on transport from family members limits the

extent parents can cope with their employment commitments:

The biggest problem for physically disabled is the transport. You have to wait for two hours to go to school. The parents end up driving them. (Louis, Rep, Q111)

The participants stressed the importance for a smoother transition across

all levels in education, educational institutions and employment sectors. There

is a shortage of human resources particularly during the transition periods. The

role of multi-disciplinary teams was considered to improve the quality of

students’ experience of inclusive education and their wellbeing. Partial

certification was considered as an asset for students with limited abilities to

obtain employment. This is an area that needs to be addressed further:

Until you’re 16, classroom support is provided, fairly generous exam arrangements, equipment is provided. When you go to post-secondary education, it’s a big shock for the disabled person and for the parents. Not enough work would have been done from the parents and the school so that these props would be taken bit by bit. (Jason, Rep, Q112) There should be a multi-disciplinary team to prepare transition plans to support all the learners. … At post-secondary it’s not done. There’s a lacuna because we don’t have teams in the post-secondary except at resource centres. (Miriam, Rep)

The focus group members argued that feeling isolated due to a lack of

collaboration and sharing of information about how to implement the inclusive

education disempowers lecturers. Lack of training on diversity and disability

affects lecturers’ confidence in reaching out to all students (Molina et al., 2016).

Lecturers felt under pressure from students, examination boards and their

employers. A good rapport with parents was regarded valuable as they can

create a smooth transition between school and home:

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There has to be a holistic approach. For the SEC (Secondary Education Certificate) and the A-levels, there are two boards, not only independent, ignorant of each other. (Sean, Fg) For things to work out, you need to have people collaborating with each other. They have to deal with us at one end and we have to deal with the employers at the other end. (Maureen, Fg)

The most important tool is the students, that we would know them well, there will be a good relationship with the parents. (Yolanda, Fg, Q113)

Changing the landscape of further/higher education institutions into a

more accessible one demands collaboration, financial means to upgrade and

maintain the campus, and a positive framework and understanding of inclusive

education. Unless this is implemented, there is a washback message that

propagates social exclusion:

Many of the ramps that there are at school were made at the time when they were needed. (Arnold, Fg, Q114) Having the ramp at the back, it’s like you’re getting him from the maid’s door, which is to say the least, humiliating! (Sean, Fg, Q115)

The members underlined that the type of education students receive has

to lead them to employment as employment reduces the risk of poverty. It was

remarked that in our society there are limited employment opportunities for

disabled persons with different impairments. The attitude of employing disabled

people is more tied to satisfy legal requirements than towards developing a

sustainable community. There is a hierarchy where persons with a physical

disability are preferred than persons with intellectual disability:

Our structures have weekly job placement. In Malta, there should be more openings for supported employment. An employer generally prefers to employ an individual who is a wheelchair user rather than with intellectual disability as he can do computer work and he’ll still be employing someone with a disability. (Matthias, Fg, Q116)

7.5 Conclusion

When looking across the oral accounts of the participants, social negative

and positive attitudes affect students’ experience of inclusive education on a

social, environmental and educational level. It can be concluded that inclusive

education is beneficial to all students as it responds to student diversity

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(UNESCO, 2016). However, due to lack of pragmatic implementation of

inclusive education, there are various misgivings for students with different

disabilities and/or learning difficulties. Democracy, social justice and human

rights are the basis for sound inclusive education. Thus, our educational system

should detach from a “one size fits all” mentality (Portelli, 2010). There is a lack

of training in creating quality inclusive education that incorporates inclusive

pedagogies and practices for different individuals. This affects the quality of

teaching and learning (Molina et al., 2016). Although the goal is to have

inclusive mainstream classes, no one should be educated at the expense of

another. Students at further and higher education are expected to take

responsibility of their learning, however developing a pro-inclusion culture

where peers, academic and non-academic personnel support the needs of

others would promulgate values that contribute towards the development of a

sustainable community. Disabled participants recognised that certain severe

disabilities pose great limitations to students. Collaboration among staff,

flexibility and accessibility in the provision of courses, programmes and

assessment were considered useful to balance the provision of inclusive

education on a theoretical and pragmatic level (Björnsdóttir, 2017).

Technology was regarded as a useful tool to create more accessible

pedagogies and access to information (Wong & Cohen, 2011). Collaboration

among further and higher education institutions and the MATSEC board or

other examination boards would enhance the quality of inclusive education.

Investment in the infrastructure for distance learning widens access to

further/higher education. This implies training so that staff involved in the

planning of programmes and lecturers would plan courses suitable for student

diversity (Goodrich, 2016). Inclusive education at further/higher education is

still novel and its implementation is in a reactive mode rather than proactive.

Investment is needed to ensure that diverse students have an opportunity to

develop their learning potential and gain employability skills. The culture that

students are nurtured in reflects whether the politics of their identity adheres to

the social model or not (Shakespeare, 2006-a). Different stakeholders put

emphasis on certain areas, but the findings espoused a strong triangulation.

The next chapter discusses the findings.

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Chapter 8 Discussion

8.1 Introduction

From a pragmatist worldview, research findings need to be disseminated

to be used in society. Therefore, I sought to reconstruct an interpretation of the

data that contributes to the theory of inclusive education at further and higher

education. This chapter presents the discussion of the findings in relation to

the research questions in perspective of the interpretive frameworks of

poststructuralism, critical realism and critical disability theory. As explained in

chapter 3, section 3.6, critical realism was used to analyse the physical and

social reality as experienced by disabled young persons within further and

higher education institutions. Poststructuralism was applied to extract hidden

messages in texts that shape discourse about the notions of identity and

inclusion of disabled people as an ‘other’ minority group within further and

higher education institutions. Critical disability theory was used in an

interrelated way with the interpretive frameworks of critical realism and

poststructuralism to analyse the experiences of dis/ablement of in/exclusion in

educational settings. Throughout this inquiry, thematic analysis of the

environmental, social and educational enabling/disabling factors (as explained

in chapter 4, section 4.9) enabled me to draw out the critical issues that the

participants highlighted while narrating their stories or explaining their

reflections. Thematic analysis helped me to connect the three interpretive

frameworks which emanate different worldviews that at face value do not

support each other.

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8.2 The social model of disability in adopting an

inclusive rights-based culture in education

The first research question was: How can the social model of disability be

drawn upon to eradicate the environmental, social and educational barriers and

enable inclusive education at secondary, further and higher educational

institutions in Malta?

In discussing the politics in the provision of quality inclusive education,

the student participants indicated that their story was successful or somewhat

successful because their parents were activists in fighting for the rights of their

young to attend a mainstream school. Their parents empowered them to fight

for environmental, social and educational access. However, one needs to

question what is the experience of those young people who for some reason

or another did not have their parents to fight for their rights and were possibly

side-lined in the educational system. One can also question what society is

ready to do for these individuals. This remarks that a social model of disability

and rights-based discourses are not being enforced within entities to create

social justice for those whose social capital, power and knowledge on matters

in education are limited. Lack of consistency in what is on policy and what is

being implemented increases the possibility that young disabled people are

being silenced due to a lack of knowledge and empowerment. They could also

be tired to struggle against social norms or crystallised procedures and

attitudes that were perceived right in the past. In adopting a poststructuralist

interpretive framework, the mission statement and documentation in the

prospectus of further and higher education institutions, indicated the selective

type of students that could be enrolled, whereby persons with intellectual

disability tend to face the hardest challenge to find courses suitable for them.

Disabled students who require less access arrangements, their chances of

entering and completing a course are higher. This result matches that of Riddell

et al. (2005) who state that, “institutions convey clear messages about the types

of disabled students they wish to recruit” (p. 77). Fuller, Riddell and Weedon

(2009) claim that changes in the legislation transformed institutional practices

as it requires universities to make “‘reasonable anticipatory adjustments’ to

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their provision rather than making reactive accommodation which require

students to declare an impairment before adjustments are made to teaching

and assessment practices, as was formerly the case” (p. 8).

Many administrators, representatives of entities related to inclusion and

disability and further education lecturers were not aware of the inclusive

procedures that were practised in different further educational institutions and

at the University of Malta. From a critical disability theory standpoint, this is

dangerous as it could create an ideology that each institution is conducting its

own experimentation in implementing inclusive education rather than following

principles such as those which are stipulated by the social model of disability.

Students shifting from one institution to another are more likely to face different

realities or develop assumptions that in certain further education institutions or

faculties at the University of Malta, they could be more welcomed and

accommodated than in other, leading towards taking the safest route rather

than reaching one’s aspirations according to one’s abilities. Therefore, an

updated Further and Higher Education Act that embraces a vision of baseline

inclusive practices and attitudes stemming from a rights-based approach

across further and higher education institutions is essential to secure quality

inclusive education. Healey et al. (2006) claim that in the long-term, “the main

beneficiaries of disability legislation and the need to make suitable adjustments

in advance are the non-disabled students,” but good teaching and learning

practices benefit all students (p. 41). Enforcement of legal instruments,

reflections of personal experiences across educational institutions as

presented in this inquiry spur “bottom-up as well as top-down pressures” that

could play as a major anchorage for policies to be amended that represent

current needs (Riddell & Weedon, 2009).

The inquiry showed that the culture a person is brought up in affects one’s

identity and approach towards life and disabled participants are still faced with

daily disabling barriers. This creates a political tension between disabled and

non-disabled persons. This argument strengthens the “context of identity

politics” for which the social model was developed (Shakespeare, 2006-a, p.

33). In using a critical realist perspective for interpretation, I argue that this

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signifies that disability is a social construct and as such the perceptions and

assumptions about it could be challenged and changed according to the culture

of a society at a given time (Siebers, 2011). From a poststructuralist interpretive

framework standpoint, the issue of multiple identities emerged. The disabled

participants were cognisant of having an identity as a member within the

minority community of disabled people, that in our society it is one of the

communities that reflects otherness and difference. On the other hand, they

shared an identity of being part of humanity that has its natural diversity and

they shared micro cultures within their families that influenced their behaviour.

At times, these identities were in conflict in terms of whether to fight for one’s

rights or to remain silent and restore energy for the daily challenges that an

impairment presents. This conflict presented another identity that the disabled

participants shared, that of being an individual who works for one’s

achievements and rights and that of being part of a collective agenda with a

mission statement to challenge and overcome oppression, discrimination,

social injustice and barriers that are environmental, social and educational in

nature. In using a critical realist framework and critical disability theory to

interpret the politics between self and one’s identity, the disabled participants

supported the social model of disability by claiming that society disabled them

by making them dependent on others. They recognised that their impairment

was an integral part of their identity. This approach supports the affirmative

model of disability. Haihambo (2011) also remarks that the findings of her study

interrelated between the medical, social and affirmation models of disability.

Shakespeare (2006-b) corroborates that the quality of experience is

dependent upon intrinsic factors to the self, such as effects of the impairment,

personal attitudes, personality and abilities. In using the physical and social

elements of critical realism for interpretation, I argue that while claiming the

right of education and putting effort to minimise educational barriers, one needs

to question whether having individuals with different impairments in one

classroom would lead to an effective and a balanced learning environment.

Although there was a contradiction in having all students in mainstream

classrooms or having pull-out sessions, many participants claimed that no one

should learn at the expense of someone else. These contradictory arguments

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highlight the sensitive context that educators work in and the importance that

they are equipped with the right attitude and knowledge. The resources and

the size of classroom and infrastructure should also permit them to give

individual attention and use the right pedagogy. Creating syllabi that focus on

what is essential for life and examinations that support this type of classroom

realities and student diversity enable educators to work productively. Facing an

unappealing, complex and unsupportive working environment would also

demotivate young people from aspiring to become educators in the first place.

Haihambo (2011) claims that exclusion experiences could arise due to lack of

planning of social activities where disabled persons can participate or watch

the activity comfortably. Improving the quality of life of disabled persons is multi-

factorial and implies collective effort from different sectors in society. In line with

the argument put forward by Armstrong et al. (2010), the participants’

reflections indicated that removal of barriers enable disabled persons to

experience independent living and develop agency, and they would not need

to fit to existing structures.

Extrinsic factors such as environmental disabling barriers affect

experiences, but creating the ideal environment is difficult due to the various

human permutations that require different accessibility. Shakespeare (2006-a)

argues that “wheelchair users are disabled by sandy beaches and rocky

mountains” (p. 45). The evidence of disabling barriers supports the arguments

put forward by Stalker (2007), Barnes and Mercer (2011) who claim that

inaccessible means of public transport amongst others contribute to the daily

struggle that disabled people have to experience a level of social inclusion.

This type of inaccessibility limits independence and it could keep disabled

students from furthering their education or realise their personal aspirations

(Burke, 2012). Similarly, Imrie (2007) maintains that persons with a range of

sensory impairments face great difficulties to function in society with confidence

and ease. The various disabling barriers that the participants identified indicate

that the Convention on the Rights of Persons with Disabilities (United Nations,

2006) is still not being implemented fully even though it has been ratified since

2012. From a poststructuralist interpretive framework, experiencing

environmental, educational and social disabling barriers created unnecessary

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embarrassing situations. Being embarrassed disempowers an individual from

one’s dignity and affects social wellbeing. This reflects that apart from giving a

service or providing it from a rights-based position, the approach and sensitivity

with which a provision is given affects one’s wellbeing. Begging for assistance

due to lack of environmental access was regarded as humiliating, created a

culture of dependency and constrained disabled participants to feel as second-

class citizens. Their privacy, liberty and dignity were compromised. In view of

the transitive and intransitive factors of critical realism about the reality of

inclusive education, I argue that the evidence reflects that experiences of

exclusion have “psycho-emotional” impact because the hidden meaning is that

disabled people are not welcome and that they are objects of difference

(Reeve, 2012, p. 82). Freire (1996) explains that “freedom is not an ideal

located outside of man; nor is it an idea which becomes a myth. It is rather the

indispensable condition for the quest for human completion” (p. 29).

In using critical disability theory to explore the experiences of

dis/ablement, the findings indicated that not all participants were aware of the

social model of disability, but they recognised that social negative approaches

to disability contribute to limiting persons with an impairment to access the

environment which is directly related to the possibility of mixing with others, and

accessing information and learning. Such experiences affect one’s identity as

an independent adolescent student and one’s wellbeing. This supports

Dewey’s argument that, “experiencing means living” and since experiences do

not take place in a vacuum, “where there is experience, there is a living being”

(McDermott, 1981, p. 61). When adopting a critical realist perspective for

interpretation to reflect upon how society can influence the reality of others,

evidence shows that notwithstanding financial and structural limitations,

administrators put effort to create contexts where disabled students can

experience a student’s life like their peers. This reality contrasts with that of

Haihambo (2011) who claims that minimal effort was imparted from institutions

to help disabled students adapt to their academic and physical environment.

These arguments support Dewey’s statement whereby:

A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing

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conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth. (Boydston, 2008a, p. 22)

When contrasting the effects of the natural and social factors as utilised

in this study in relation to the interpretive framework of critical realism, I argue

that the politics in creating a synergy across state, non-governmental

organisations and private entities is essential in promoting social cohesion that

benefits individuals to get the appropriate support to be at part to others. The

participants’ findings were complementary in considering using technology and

the framework of Universal Design for Learning as tools that emanate inclusion

in programme planning and the creation of resources which require the

collective efforts of different sectors. Sloan, Stone and Stratford (2006)

recommend that multimedia designers should view accessibility as a tool to

open opportunities for all learning to use their designs. When programmes are

designed with a built-in concept of accessibility, the programmes have a

universal intentional purpose (Marić, 2010). More profit can be generated but

in the long-run they are less-expensive solutions and lead to better results for

learners (Rose, 2009-a). There was a contradiction among the participants’

feedback on the consistency in the provision of support across entities to help

disabled young people and their families. This reflects that it is not a matter of

having services provided, but connectivity amongst entities in reaching out to

users is essential.

In discussing the politics between the self and others in experiencing

inclusive education, the experiences of the participants as interpreted from the

lens of critical disability theory indicated that lack of standardisation in the way

the environment and procedures are organised reflects that a rights-based

culture is not implemented. While the needs of persons with physical

impairment seem to be understood, the findings highlighted a singular evidence

whereby the needs of persons with sensory impairment particularly with

hearing impairment are not yet recognised. The disabled participants felt

disabled and argued that it is pointless that impairment is disclosed on

application forms when such information is not communicated to respective

lecturers throughout the course and even to part-time and visiting lecturers.

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Riddell et al. (2005) argue that while creating reasonable adjustment by altering

the physical environment poses financial disputes in terms of calculating the

cost effectiveness of such changes by the number of students using such

resources, “altering teaching and assessment approaches for particular

students is likely to be far more contentious, since questions of fairness and

the maintenance of academic standards inevitably arises” (p. 78). Thus, the

implementation of inclusive education is complex and political. Similarly,

Haihambo (2011) argues that once students reveal their disability, it should be

the responsibility of the institution to disseminate information to respective

individuals who would benefit of such information.

There was a consolidating argument amongst participants that there is

the need for reflexivity on the process and consequences of inclusive

education. From a poststructuralist standpoint in discussing the politics in

implementing inclusive education, reflexivity emerged as essential for

educators to understand the hidden meanings of students’ behaviour, way of

communicating and approach towards life. Reflexivity on practice among

lecturers was considered essential to widen support given to students as they

become engaged in questioning their practices, understanding the

effectiveness of their pedagogies and how their students are learning

(Campbell & Norton, 2007). In using critical disability theory for interpretation in

analysing the factors of dis/ablement, it emerged that reflexivity and having a

pro-inclusion approach enabled lectures to adopt a stance corresponding to the

social model of disability where they could be disabling students. However, the

findings from the disabled participants exposed an inconsistency in the quality

of support they received from different educators and administrators throughout

their life. Although in this research, the further education lecturers claimed that

they supported disabled persons, there is a lack of data which needs to be

explored further on why some educators and administrators do not support

consciously or unconsciously disabled persons. In proposing the teaching of

intellectual virtues that promote growth, Baehr (2014) explains that teachers

need to be “attentive to students’ abilties, beliefs, attitudes, and feelings toward

learning (p. 110). In order to make lectures more meaningful, Roberts (2009)

pointed out that staff had to put effort to ensure that there is an “added value”

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to attending lectures which goes beyond acquiring lecture notes while trying to

accommodate the needs of those students who cannot attend lectures (p. 46).

The provision of pre-prepared lecture notes put all students on an equal starting

point (Newland, Boyd & Pavey, 2006). This focus on empowering the

mainstream teacher/lecturer is a vital element in creating an inclusive

pedagogy (Corbett, 2008). Educators need to be empowered as their

confidence and self-esteem in what they believe they are has a washback

effect on the students and is influential in building tomorrow’s society

(Kaikkonen, 2010). If the challenge of working towards pro-inclusion is taken

up, it could imprint a significant improvement in the quality of inclusive

education at further and higher education levels (Riddell et al., 2005).

8.3 The experiences of inclusive education and the

political tensions within

The second research question was: What are the experiences of inclusion

of Maltese young persons with physical and sensorial disabilities while

attending courses in further and higher educational institutions and during the

transition period between further and higher educational levels?

The few participants who mentioned the situation of the Gozitans

recognised that they face more limitations than the Maltese students as the

campus in Gozo is small and limited in the type of course it offers. Gozitan

students have to travel by ferry to attend the campus in Malta. Further

investment was considered useful across the further and higher education

institutions in Gozo. In using the interpretive framework of critical disability

theory, disabled Gozitan students experience a double oppressive factor as

they have to cope with the environmental limitations in Gozo for educational

and medical needs amongst others. Housing accommodation in Malta increase

the financial pressures to the disabled persons’ families.

The participants shared a common belief that adolescence is a unique

developmental stage, and limiting disabled adolescents to experience it to the

full due to environmental disabling barriers was oppressive and discriminating

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(Shakespeare, 2006-b; Laws of Malta, 2000). In view of the critical realist

interpretive framework and critical disability theory in discussing the politics of

the self and one’s identity, the participants indicated that experience of inclusive

education was affected by social factors as well as limitations that are caused

by their impairment (Swain & French, 2000). This implies that consciousness

and social understanding of their reality and collaboration to improve

environmental access would affect their social and educational development.

Notwithstanding the ailments that the impairment posed onto the participants,

they wanted to be considered and treated like any other person. Being

described as suffering their disability or as special students was regarded as

offensive (Michalko, 2002). A charity approach still prevails in our society, partly

due to the use of the media as grounds for “cultural politics” to collect money

for the sponsorship of respite centres or other fund-raising initiatives (Barnes &

Mercer, 2009, p. 99). Moreover, in Malta there is a long-standing history of

being Roman Catholics where the notion of charity is considered as a Christian

value. The charity and rights-based approach could pose conflictual

arguments. The former disempowers individuals by being dependent upon the

mercy of others whereas a rights-based approach empowers individuals to

make use of what they are entitled to. The irony was that many disabled

participants claimed that it was often the case that their parents obtained what

was rightfully of their kids such as attending mainstream school by fighting with

people in authority, literally exposing themselves at the mercy of their signature

for approval. A charity-based approach is contentious as it instigates a vision

of inclusion that tries to meet students’ needs by securing resources and

services that develop dependency, a disability identity and promote integration

and segregation that are mostly associated with special education (Armstrong

et al., 2010).

Ainscow et al. (2006) recommend the advancement of schools with a

commitment to dialogue, negotiation and “the recognition of creation of

‘disturbance’ or interruptions, to established ways of thinking and working” (p.

163). The theme of politics of the self in relation to others brought to light that

direct consultation and the participation of the disabled participants spurred

emancipation within the respective further and higher education institutions as

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they made non-disabled persons conscious of their rights and reality. In using

critical disability theory for interpretation, such experiences of emancipation

spur social inclusion from a rights-based approach. This alignes to Meekosha

and Shuttleworth’s (2009) argument that, “emancipation is a cornerstone of

critical theory, so it is inevitable that critical disability studies also encapsulate

questions of human rights” (p. 48). Valuing students as knowledgeable and

powerful to act as catalysts, and listening to the students’ challenges and their

suggestions to ameliorate their situation are integral to effective consultation

that stems from the democratic principle of equity. Dewey (1930) explains that,

“communication is a process of sharing experience till it becomes a common

possession. It modifies the disposition of both the parties who partake in it” in

order to improve the quality of experience of those involved (p. 11).

Consultation embeds democratic practices within the nuclei of classrooms and

institutions that are basic in an inclusive agenda (Shevlin, 2010). The findings

of this inquiry support the research carried out by Roberts (2009) who

recognises the importance of building a dialogue with students and that the

staff values the need to responding flexibly in providing support, “rather than

adopting a ‘blanket’ approach based solely on their perceptions of a particular

impairment” (p. 43). Sharing an understanding of experiences and listening are

critical ingredients from a class-based context to policy-making for the benefit

of all (Beauchamp-Pryor, 2014; Rose, 2010). Dialogue and consultation follow

Dewey’s pragmatic and democratic ideology whereby “asking other people

what they would like, what they need, what their ideas are, is an essential part

of the democratic idea” (Boydston, 2008a, p. 295). As cited in the literature

review, lecturers would also be empowered to prepare in advance resources

that are accessible to a wider student population that benefit all students

(Chanock et al., 2011).

From a critical realist standpoint in terms of refleting upon how physical

and social factors affect the reality of individuals, I argue that the participants

challenged the politically entrenched discourses about the role of disabled

persons in society. The participants consolidated the argument that there is the

need for a cultural praxis where the participation of disabled persons is valued

to contribute to social and economic integration across generations that

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promote social cohesiveness of disabled people in mainstream society (James,

2012). A cultural shift towards social cohesiveness and a functionalist approach

where everyone fits, belongs and can contribute to society could support the

idea of building a sustainable community. Thus, inclusive education is

essentially the onset of a social process “which engages people in trying to

make sense of their experience and helping one another to question their

experiences and their context to see how things can be moved forward”

(Ainscow, 2008, p. 41). However, inclusive education demands a collaborative

process and networking in wider contexts (Kaikkonen, 2010). Adams and

Brown (2006) propose a cultural shift in higher education whereby difference

among students and staff is viewed “as a positive contribution to the lifeblood

of an institution, rather than as problems which need to be overcome” (p. 4).

With reference to the politics between the self and others, the participants

argued that difference does not have to signify a negative, their disability should

not define their identity or treatment given to them as they considered

themselves as a ‘normal’ human being. From a poststructuralist interpretive

position, the issue of being normal has a relative meaning in being compared

to a predetermined level or reach a set of socially constructed expectations.

However, for the participants being normal meant being able to live in a

dignified way as a human being which has shades of abilities and limitations

as part of its nature. The findings compare well to those of Roberts, Georgeson

and Kelly (2009) who indicate that, “generally students were keen not to feel

different. Instead, while several students accepted or adopted the ‘disabled’

label, they simultaneously saw themselves as ‘normal’” (p. 106).

The student participants considered the fact that they attended

mainstream schooling in view of the politics of how one considers oneself

different in relation to others was challenged. In utilising a poststructuralist

approach to interpretation, the notion of being different, of being considered a

special student is sensitive because as Thomas and Loxley (2007) argue there

is “a transition from one state to another – that is from the ‘non-special’ to the

‘special’” (p. 77). There is also a process in re-ordering the position of a student

in one’s social relations with lecturers, peers and others (ibid.). Ethically, this

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notion is contentious as if inclusive education is reduced to special education,

“disabled people will be seen as a problem to be fixed” (Moore & Slee, 2014,

p. 230). While living with different individuals was regarded as educational in

broadening one’s perspective about the notion of difference, unless nurtured

cautiously, being a victim of bullies, as one participant of the narratives

experienced, has serious negative psychological and phsyical consequences.

Meekosha (2005) sustains that, “the embodied experience of disabled people

leads to contesting normalcy on many fronts – sexuality, political representation

and power, the meaning of work, medical practices – as well as contesting the

very meanings of body identity” (p. 175). Similarly, Michalko (2002) sustains

that “it could be argued that the seduction of sameness is strongest during

adolescence” (p. 75). The promotion of values of solidarity and respect for the

dignity of everyone is therefore salient. Bernstein (2003) explains that, “organic

solidarity presupposes a society whose social integration arises out of

differences between individuals” while “mechanical solidarity is emphasised

wherever individuals share a common system of belief and common

sentiments which produce a detailed regulation of conduct” (p. 67). Like the

findings of Jacklin et al. (2006) and Healey et al. (2006), as cited in the literature

review, the student participants indicated that they felt happy and included

when there was effort from others to find ways how they could participate in the

activities, to listen to them and to value them.

Since disability legislation and strategies in widening participation

increased international interest in supporting disabled students in higher

education (Riddell et al., 2005; Healey et al., 2006), the physical and social

reality at further/higher institutions has changed. The influence of the transitive

and intransitive factors of critical realism when considering class dynamics, I

argue that in this study, participants claimed that the social reality of having

students with different impairments in class is relatively new. They recognised

that since the physical and social contexts have changed, they had to adapt

and become habituated to this new reality. The process of habituation brought

to light the politics in having a personal disposition of collaboration towards

others. The problem is how to ensure that students’ negative experiences are

minimised and that all educators would be on the same boat that represents

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the inclusive policy and pull on the same rope which represents taking the same

approach towards inclusion of disabled students or students that represent

other minority groups. As Gorard et al. (2007) claim, many participants

recognised that students are most at risk of dropping out during the first year in

a course. These factors validate Dewey’s argument in McDermott (1981) who

argues that “what experience suggests about itself is a genuinely objective

world which enters into the actions and sufferings of men and undergoes

modifications through their responses” (p. 61). The participants argued that the

process of habituation and adaptation prepares young people for the future.

Fesmire (2015) claims that the school can represent a microcosm of society,

“a simplified place for living and learning our best ideals of cooperation, service,

empathy, open inquiry, self-discipline, and personal growth” (p. 174). Thus, the

participation of disabled persons has an emancipatory dimension in community

development as their personal experience generates “practical knowledge

grounded in everyday experience in the search for a more just and sustainable

world” (Ledwith, 2012, p. 32).

In this research, I became conscious of some stories, however, there are

many more whose stories are still to be heard. These stories are worth

collecting as they reveal historical, cultural and personal shifts in dealing with

the notion of disability in our society. Titchkosky (2006) argues that, “any

experience of disability includes other’s understanding of it” (p. 10). From a

poststructuralist interpretive framework and in supporting the theory of complex

embodiment, the transcripts revealed that when an impairment develops during

adolescence or young adulthood, a great turmoil is experienced by the person

to come in terms with the developing disability and the negative tragic identity

that is socially attached to it (Michalko, 2002). Coleman and Hagell (2007)

assert that, “no one disputes that a series of major psychological adjustments

have to be negotiated during adolescence” in relation to shifts in relationships

with family, friends and other social circles. The developing impairment posed

great personal challenges to cope with the reality that one’s abilities and identity

are changing from that of an adolescent to a young adult and from that as

referred to as an able person to a disabled person. These arguments emanate

the politics between the self and one’s identity that can be related to the notion

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of “identity crossing” and “identity difference” (Michalko, 2002, pp. 76-77).

Coping with “identity crossing” or ‘identity-difference’ is difficult since “the

passage from one identity to another is always disturbing” (ibid., p. 76).

Michalko (2002) also maintains that “coming out is a political matter and not a

psychological one since it is a social process the ‘outs’ normalcy” (p. 70). At the

same time, “coming out as disabled implies the necessity of reconnecting

disability and identity” (ibid., p. 70).

Participants with hearing impairment recognised that at times, to prevent

receiving a different treatment and avoiding humiliation and embarrassment in

exposing their vulnerability, they used the strategy of “passing” by pretending

that they were coping with academic needs (Michalko, 2002, p. 21).

Personally, I was not aware of the challenges that persons with hearing

impairment experience. Some participants underlined that inclusive education

needs to undergo a process of consciousness in how it can become accessible

to persons with hearing impairment as their silence in hearing the world is

meaningful. Similarly, Roberts et al. (2009) sustain that, persons with unseen

disability face dilemmas over disclosure as “whether or not to disclose is

problematic because disclosure may mean being treated differently by staff and

other students” (p. 109). In using a poststructuralist interpretation in debating

disclosure and ‘passing’, it can be aruged that society controls others by

creating identities, categories and labels without realising that after all, disability

is part of human diversity, “human existence” (Couser, 2015, p. 456) and is a

“universal experience of humanity” (Shakespeare, 2015, p. 221). In referencing

to critical disability theory for interpretation, the findings signposted that Deaf

people face a struggle to manage the relationships between themselves and

others. Armstrong et al. (2010) maintain that, “the Deaf community has

asserted its preference to schools for the Deaf where students and teachers

share a common language and culture” (p. 37). This reinforces the critique

among Deaf communities that they prefer Deaf young people to be educated

by means of sign language (Barnes et al., 2008; Armstrong et al., 2010). It is

also argued that Deaf people need regular contact with other Deaf persons “to

combat internal oppression and develop a positive self-identity” (Barnes et al.,

2008, p. 107). Corresponding to what Mole and Peacock (2006) suggest, the

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findings of this inquiry insinuate that there is the need for more awareness and

training about how to create effective communication with Deaf people. Farrell

(2011) recommends that support is provided in sign language during lectures

and/or individual “pre-tutoring or post-tutoring” and in every learning

environment all persons should see each other clearly (p. 41).

Björnsdóttir (2017) maintains that collaboration amongst staff is a strategy

that enhances support to students. In discussing the politics in implementing

quality inclusive education, in this study, the participants emphasised on the

benefits of receiving support from lecturers, administrators, peers and non-

academic staff both on a personal and academic level. Thus, when reflecting

upon the natural and the social aspects of the interpretive framework of critical

realism, I argue that the quality of one’s experiences of inclusive education

depends upon one’s reaction to one’s limitations and abilities and the support

received from the community. Gorard et al. (2007) conclude that “lack of

support has been mentioned as an influential factor in students’ decisions to

withdraw from university course, while the existence of support for students has

been claimed to contribute to their successful completion of degree

programmes” (p. 105). Roberts (2009) maintains that impairment had direct

impact in the way disabled students could access learning. In contrast, the

participants of this inquiry noted that an impairment also had an impact in the

way they could access assessment. Thus, efforts should be invested so that

as Dewey recommends, through action, “hindrances must be turned into

means” (McDermott, 1981, p. 62).

In discussing the politics in creating synergy within and across different

sectors, the disabled participants disagreed that every two years they had to

undergo medical tests to show their validity to sit for exams and be eligible for

access arrangements. The argument that I can put forward when using a critical

realist perspective is that the physical experience of doing tests to prove their

truthfulness about their need for access arrangements revealed a social

disabling reality. Similarly, Riddell et al. (2005) corroborate that, “the dominant

model of support has been located within a welfare-based discourse, promoting

the idea of professionally assess needs rather than rights” (p. 97). This reality

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emanates from the medical model of disability where individuals are

represented in terms “of their loss and inabilities and of unacceptable features

of the person. Problems from this perspective are individualised, and disabled

persons are viewed as ‘other’ or negatively different” (Barton, 2005, p. 56).

From a poststructuralist interpretive framework, the fact that disabled students

have to complete a statement of needs report to obtain access arrangements

denotes that being given a label of a disabled person is politically and socially

accepted. The attachment of medical labels shapes an identity discourse and

reflects a deficit culture about disability. Rather than changing the systems in

teaching and assessment, the deviation of the person from the medically

devised norm has to be measured to create systems that are supposedly aimed

to bring the individual at par with the rest of the normal distribution. James

(2012) argues that equity is rooted in beliefs and hope for social justice, social

change and national development and as such it is one of the “wicked

problems” for policymakers (p. 83). Moreover, Roberts et al. (2009) claim that,

“to access support, university students must ‘fit’ themselves into or identify

themselves within a category system (e.g. dyslexia, visual impairment,

epilepsy) that has roots in the medical model” (p. 97). By adopting a critical

realist perspective in analysing how the social and natural factors affect the

reality of disabled young people, I argue that the fact that disabled people have

an added struggle to prove their limitations to qualify for access arrangements

indicates that historical notions are difficult to eradicate from the mentality of

society. Unless there is education, society tends to replicate and propagate the

culture that it knows and lives. This supports Dewey’s argument that,

“education is the process by which on the basis of present experiences we

make future experiences more accessible, meaningful, or controllable”

(Boydston, 2008b, p. x). Bernstein (2003) maintains that schools cause a

social, occupational and a cultural praxis as a “school transforms the identities

of many of the children: transforms the nature of their allegiances to their family

and community, and gives them access to other styles of life and modes of

social relationships” (p. 37). The call for education as a tool of transformation

was claimed by Armstrong et al. (2010) who elucidate that education reform

provides the impetus for social integration and cohesion. Shuayb (2012)

explains that to mitigate oppression and marginalisation, social cohesion in

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education should stem from the principles of “justice, agency, and

egalitarianism amongst young people and education stakeholders” (p. 23).

Disabled female participants felt equal to other students at school and

colleagues at work. However, in society there could be silenced voices of

female young persons whose fate has been decided for them even on the basis

of gender. Thus, in using critical disability theory for interpretation, the “double

discrimination, disadvantage or oppression” was not observed in affecting the

individual identity (Meekosha, 2005, p. 174). Haihambo (2011) affirms that

among higher education institutions, there was minimal correlation between

disability and gender.

In contrasting the politics between the self and one’s identity and how it

affects the politics in relation to others, the findings underlined that by adopting

an optimistic approach towards life and one’s persona, the disabled

participants developed a mission statement of disability activism and self-

advocacy to improve access within the institutions which was beneficial for

them and for the common good of the disabled person’s community. From a

poststructuralist and critical disability theory interpretive frameworks, the

struggle to fight oppressive experiences represents that the participants shared

a “minority identity” (Siebers, 2011, p. 16). On the other hand, their activism

reflected self-advocacy and agency. From a poststructuralist interpretive

standpoint, there is a connection between action or absence of action and its

meaning. If they did not put effort to be catalysts and activists, the absence of

the participants’ action would have been significant in reflecting submission

and/or alienation. In this regard, Dewey states that “even if we shut ourselves

up in the most clam-like fashion, we are doing something; our passivity is an

active attitude, not an extinction of response” (McDermott, 1981, p. 63).

Activism or lack of advocacy could reflect the level of empowerment that

disabled persons have as “commitment, detachment, deferment, estrangement

and alienation – these role involvements are sociological in the sense that the

forces shaping them may well be independent of the specific psychological

attributes of the pupils” (Bernstein, 2003, p. 48).

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From a poststructuralist interpretive framework in discussing the politics

between the self and one’s identity, the student participants showed that they

have internalised the politics of disability where disability discourse is not a

personal one but a collective and a public one (Michalko, 2002). This element

was up to an extent expected because many of the disabled student

participants were activists in the disability sector. Therefore, they were

politically conscious of the public value that disability discourse has. The

participants of the narratives still regarded disability discourse as public too as

they regarded that through their intervention and participation, the common

good of present and future students attending the respective further/higher

education institution could be ameliorated. As discussed in the literature

review, when given equitable opportunities and treatment, disabled persons

were willing to voice themselves to improve the learning landscape in the way

human differences are seen and valued in the school community (Powell et al.,

2008; Portelli, 2010; Pinto et al., 2012). Apart from giving an understanding of

democracy, active participation spurs the development of citizenship which

requires engagement and involvement by individuals to be nurtured into civic

life (Healey, 2013). Through emancipation, this element of growth (Dewey,

1930) can also transcend across society. Many disabled participants

expressed that their parents nurtured them to stick up for their rights. This

reflection on the notion that education starts at home supports can be linked to

Dewey’s (1930) explanation that “etymologically, the word education means

just a process leading or bringing up” (p. 12).

The politics in providing and implementing inclusive education are tied to

the politics in creating a synergy across entities to create an inclusive

educational system that is smooth across all educational sectors, but at the

same time respects the age and needs of the students. Transition periods

between sectors emerged as delicate periods of adjustment both for the

students, administrators and educators. When reflecting upon how social

factors can influence the way physical aspects are experienced, from a critical

realist interpretive position, I argue that in creating community building, a social

cultural praxis pro-inclusion can create a collective commitment to celebrate

diversity in a way that empowers individuals irrelevant of their differences

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(Adams & Brown, 2006; Gordon, 2009; Burgstahler, 2010-a). This statement

adheres to Dewey’s (1930) assertion that the process of living together renders

educational benefits. However, as suggested by Portelli (2010), there is the

need for more open fora that deconstruct and reconstruct the ‘learning

landscape’ critically by different stakeholders. This open discussion on

inclusive education could be regarded as a process of growth to reach out to

different learners (Ainscow, 2008). An inclusive culture necessitates creative

and flexible systems of inclusion to suite different learners rather than having a

fixed interpretation of inclusive education. This approach would recognise that

each student is unique, has strengths and difficulties and a right for quality

education (Corbett, 2001).

The disabled student participants indicated that they had negative and

positive experiences of inclusive education with persons in authority, teachers

as well as peers and all left an imprint on their character and identity. A solid

constructive support network around the participants nurtured them to

transform negative experiences into maturity and resilience to absorb stress

created by existing educational mechanisms and by individuals in society and

react to it with an optimistic frame of mind. When analysing how the transitive

and the intransitive factors of the interpretive framework of critical realism can

shape the reality of life, the evidence of this study reinforces the argument that

disabled people confront structural, political and attitudinal disabling

behaviours (Adams & Holland, 2006). The participants recognised that such

experiences prepared them to fight for their rights as in society there are

persons of good-will and others who seek conflict (Beauchamp-Pryor, 2014).

From a critical disability theory interpretive framework and with reference to the

theory of complex embodiment, the findings showed that the disabled

participants needed to be aware of their abilities and limitations and they had

to develop self-help strategies to cope with the demands at further/higher

education level. They had to cope with their experiences of dis/ablement.

Support that reflects “social cooperation” helped the disabled students to

overcome daily challenges, develop self-help skills and lead an acceptable life

(Healey, 2013, p. 15). Correspondingly, Ledwith (2012) explains that

“empowerment is not the same as self-help: it involves a process of critical

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consciousness as a route to autonomous action, but it is not an alternative

solution to the redistribution of unequally divided resources” (p. 29).

Drawing on the findings of this inquiry, it emerged that while access

arrangements for end of unit, or end of year or MATSEC exams seem to be

provided on the basis of entitlement, with regard to homeworks or weekly

assignments, tutors provided access arrangements on the basis of one’s will to

collaborate, support and understand the students. The question is whether

educational support should remain on the chance that a student would be in

the class of a lecturer who is willing to help. Similarly, Fuller and Healey (2009)

maintain that from their research, it emerged that reasonable adjustment was

given on sympathy from tutors rather than on the basis of entitlement.

Moreover, there was consensus that school-based and the examinations

provided by MATSEC are not in affinity to students’ needs. Educators are

finding difficulty to cope with student diversity and yet ensure that the standards

stipulated in syllabi are met in due time. While some students can reach the

level at the end of a course, others, for diverse reasons, need more time and

individual support. This factor underlines the importance of having flexibility in

the way courses are designed and assessment methods are devised for

different students. Dolan and Hall (2009) sustain that, “by applying the

principles of Universal Design for Learning to assessments, it should be

possible to create more accurate assessments that incorporate widespread

student needs into the original design” (p. 169). As pointed out by participants,

rigidity in the syllabi restrict lecturers on what and how they teach and assess.

In using critical disability theory for interpretation in discussing how disabled

persons are dis/enabled by the systems within entities, the findings revealed

that by focusing on differentiating measures rather than critiquing the inclusive

framework of the curriculum, compels students to feel different than their peers

which could also result into psycho-emotional repercussions (Armstrong et al.,

2010). Moreover, Ainscow (2008) contends that a transformative approach to

inclusion involves the educational system to develop its capacity “to reach out

to all learners in a way which suggests it is an ever-ongoing process that never

ends in that sense” (p. 41).

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Harper and Quaye (2009) argue that weak institutions are those that

consider engagement originating from one direction, where students have to fit

in. From a poststructuralist standpoint, enabling students to fit in reflects a

hidden meaning that an institution is not implementing democracy and social

justice. The participants were aware of the power disabled students had to

challenge the status quo as they could speak from experience. However, there

were power tensions between the personal, institutional and national politics

that limited the extent changes could be implemented. With regard to student

services, if disabled people are consulted and enabled to purchase and

organise their own support, they are likely to have a sense of agency and

empowerment rather than as “passive recipients of services” (Riddell et al.,

2005, p. 97). These findings concur with Roberts et al. (2009) who claim that,

“when students were allocated support based upon their impairments rather

than what they considered their individual learning needs this reflected a

medical model perspective” (p. 101). Shuayb (2012) also sustains that when

decision-making about the lives of disabled people is constructed by their

participation, the foundations of oppression embedded in institutions would be

challenged. When I reflect upon both the physical and social factors as in the

case when adopting a critical realist perspective, data analysis showed that

when lectures and administrators positioned themselves as learners and

showed their interdependence on the disabled students’ participation, both

experienced growth. Freire (1996) explains that the rationale of libertarian

education “lies in its drive towards reconciliation. Education must begin with the

solution of the teacher-student contradiction, by reconciling the poles of the

contradiction so that both are simultaneously teachers and students” (p. 53).

Social partnerships amongst different stakeholders such as students, lecturers,

administrative and governing bodies is essential in enhancing collegial

transformation towards a pro-inclusion culture (Fernie & Henning, 2006;

Coffield et al., 2008). Social partnerships are also essential to inculcate

consciousness about the importance of creating welcoming and engaging

campus environments that are accessible for all (Nicholas & Quaye, 2009).

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8.4 Transforming reflections and experiences about

inclusive education into opportunities for growth

The third research question was: From the paradigm of pragmatism, what

can we learn about the quality of inclusive education at further and higher

educational levels from the analysis of accounts of disabled young persons,

academics, administrators, educators, and representatives of entities in the

disability and education sectors?

The stories of all participants indicated that rigidness in terms of following

traditional methods in the way teaching and assessment procedures are at

present, coerce students to disclose their needs. In referencing to critical

disability theory and poststructuralism for interpretation, the present culture

about the meaning of disclosing an impairment or learning difficulty instils a

negative identity. This reflects that young adolescents want to feel secure that

they would not be laughed at or being put in the limelight in a classroom

because of their educational needs. This supports the argument put forward by

Armstrong et al. (2010) that, “first, the disabled person needs to prove that they

fit within the definition of disability used in a specific discrimination act. This

requires the acceptance of a ‘label’ of disability” (p. 100). Similar findings were

obtained by Fuller and Healey (2009) who conclude that mainly universities

provide learning support to students who disclose an impairment. This implies

that students are compelled to adopt a disability identity to obtain the support

they are entitled to. Riddell et al. (2005) sustain the argument that ideally

“support for disabled students should not be seen as ‘extra’, but a routine part

of everyday practice” (p. 52).

Upon trying to understand the politics in creating synergy within and

across entities in different sectors, when adopting a critical realist interpretation

framework, the findings obtained from students and inclusive education

supporters consolidated the importance of stakeholders to listen to each other’s

political challenges to mediate a possible strategy of inclusive education. This

pragmatic action presents a situation where individuals are made conscious

and widen the range of commitments towards others (Mouffe, 1997). This

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supports Dewey’s argument that, “the role of action is that of an intermediary.

To be able to attribute a meaning to concepts, one must be able to apply them

to existence” (McDermott, 1981, p. 43). Inclusive education goes beyond mere

academic achievement as it advocates for the development of good citizenship

and ongoing school improvement. The participants’ stories and reflections of

validated Bronfenbrenner’s (2005) warning that, “no society can long sustain

itself unless its members have learned the sensitivities, motivations, and skills

involved in assisting and caring for other human beings” (p. 14).

Kadlec (2007) argues that to reduce unnecessary competition and

antagonism, our education system needs to stem from values that reflect an

inclusive culture. Values of an inclusive culture are “concerned with equity,

participation, community, compassion, respect for diversity, sustainability and

entitlement” (Ainscow et al., 2006, p. 23). To understand the politics of social

dis/ablement when utilising a critical realist approach to interpretation, I argue

that the findings exposed that the participants valued collaboration,

interdependence, solidarity and moral responsibility towards others that

promote social cohesion and community development. This supports the

recommendations put forward by Coffield et al. (2008) where positive

relationships, communication and collaboration across the whole educational

sector among different learners, educators and policy-makers would enhance

the quality of inclusive education. There should be significant restructuring and

“reculturing processes” within the educational system and its support services

that address inequity and inaccessibility in the built environment and the

infrastructure within it (Ngcobo & Muthukrishna, 2008, p. 35).

Peer-support was regarded by participants as beneficial to disabled and

non-disabled persons as both develop consciousness about the reality of

student diversity and how to respect the dignity of a person. From a

poststructuralist interpretive framework, the transcripts indicated that in

becoming and being conscious of the reality of others initiated a process of

developing a culture that promotes emancipation of disabled persons across

the school community. Bold and Hutton (2007) explain that “peer-support group

activities” are beneficial to develop “reflection-on-practice” (p. 25). According to

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Dewey (McDermott, 1981, p. 115) consciousness “involves within itself a

process becoming, and that this process becomes conscious of itself.”

Giangreco, Carter, Doyle and Suter (2010, p. 258) summarise that with regard

to personnel and peer support in inclusive education, attention needs to be

given to four “’Cs’: collaboration, coherence, context and challenge” where

collaboration entails that a network of support has a shared vision towards

common goals. Coherence implies that those giving support fit together and

avoid disjointed applications of activities and practices. Context is important to

plan strategies that are age appropriate or the support could lead to disabling

factors to the students. Challenge is to provide quality inclusive education that

is efficient to respond to student diversity.

In relation to the politics in creating synergy across entities, the

participants underlined that constructive relationships among different

stakeholders inculcate a pro-inclusion culture. In view of how the transitive and

intransitive factors of the interpretive framework of critical realism shape the

ideology about difference, based on the evidence of this study I argue that good

relationships are a social construct that create spaces where different

stakeholders are considered with an equal power to challenge the construct of

difference in the mechanism of the respective further/higher education

institution. On the same lines, Fernie and Henning (2006) suggest that, “self-

advocacy and self-determination inculcate a sense of partnership between

academic staff and students, in which each group is responsible for their

respective roles, ensuring students succeed in maximising their academic

potential” (p. 26). Moreover, the participants’ reflections underlined that

constructive support networks increased disabled and non-disabled students’

resilience to face challenges and promote social inclusion. Coleman and Hagell

(2007) explain that resilience describes positive adaptation to adversity while

vulnerability is the failure to adaptation, lack of resistance or maladjustment to

adversity. Roberts (2009) deduces that school staff is an important source of

support to disabled students to overcome challenges and to improve

organisation to meet students’ needs. Haihambo (2011) claims that lack of

sensitivity from peers and lecturers promote exclusion from group participation.

Flexibility, communication, recognition of the benefits of interdependence, open

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mindedness, mutual understanding and empathy are key to inclusive learning

that is student-centred (Corbett, 2001; Haihambo, 2011).

With regard to the development of a culture pro-inclusion, the participants

shared a similar ideology as put forward by the Tomlinson report (The Further

Education Funding Council, 1996) where inclusive education stems from the

principle of providing quality teaching and learning experiences for all students.

Dewey (Boydston, 2008b) explains that, “education in and for a democratic

society must provide the schooling required for each student to develop his

powers and interests to their full, to find himself, and to learn to live at least

peacefully if not cooperatively with others” (p. xiii). Thus, inclusive education

entails finding an equilibrium between schooling and educating individuals.

Unless this balance is reflected in the syllabi and assessment methods, as cited

in the literature review, educators would experience tension between providing

accessible means of learning and assessment in contrast to the syllabus

content that has to be covered within a relatively short time and the assessment

criteria set by examination boards (Fuller, 2008). Moreover, as put forward by

Barnes and Mercer (2011) although there is a strong hold in protecting the

integrity of qualifications and the institutions/examination boards that issue

them, the reality is that disabled students still endure barriers in accessing the

physical environment, learning and assessment practices.

Upon reflecting on how the reality of in/exclusion are influenced by the

physical and social aspects in focus when adopting a critical realist interpretive

framework, I argue that the participants were cognisant that education of

disabled persons is a right and there is social responsibility that society

transforms the school community into one that is democratic, sustainable,

humane and socially just. However, at present they are faced with financial,

legal and political limitations. Ainscow, et al. (2006) maintain that, “entitlement

involves the recognition and conviction that children and young people have

rights to a broad education, appropriate support and to attendance at their local

school” (p. 25). Ngwana (2009) argues that, “creating and supporting

sustainable development requires individual and collection positive action” (p.

43). From a poststructuralist standpoint, the discourse in the transcripts

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indicated that in our society, there is not yet an understanding of disability

where personal limitations and disabling barriers that are socially constructed

could be transformed into opportunities for growth. The process of being in a

frame of mind of understanding entails putting oneself in disposition of being

humble to listen and understand the experiences of dis/ablement of others and

in collaboration with others, act upon them. As Hurst (2009) concludes, there

are still substantial challenges to be overcome in having inclusive routine

policies, procedures and practices where disability services are considered as

“value-added” rather than “an additional institutional expense” (p. 95).

Moreover, the implementation of inclusive teaching and learning does not have

“clear-cut solutions that ‘work’ for all school or class situations” as the school

culture or shared value systems and the educational policies or infrastructure

need to be considered (Watkins & Meijer, 2010, p. 241).

The participants agreed that widening access and experiencing a smooth

transition across the education sectors and employment motivates students to

invest in their own education. Every individual success story needs to be

celebrated. Adams and Holland (2006) believe that, “positive aspiration and

smooth transitions throughout the educational journey are key to promoting and

preparing disabled people for higher education study” (p. 12). The findings

suggest that flexibility in the provision of opportunities and support services

could harmonise the whole process of inclusive education. Armstrong et al.

(2010) argue that the educational system creates a dichotomous argument in

dealing “with those who cannot or will not learn within the ‘normal’ parameters

of a mass system” (p. 23). They recommend that the focus could be on

providing individual support to assist students to reach their maximum learning

potential rather than using comparative measures of success. Corbett (2001)

affirms that “inclusive education has to be workable and to give good value in

terms of a quality learning experience for all” (p. 13). Moreover, a key feature

of inclusive education is “teaching for diversity” where the teacher should be

imaginative in one’s approach and be “flexible and adaptive, recognising that

different learners have varied ways of interpreting and understanding

information” (Corbett, 2008, p. 165). Gordon (2009) contends that while taking

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into consideration what we know about the great diversity of individual learners

necessitates us to “remain open to multiple means of getting there” (p. 29).

The participants unveiled a challenging factor in the social reality of

dis/ablement in education. Students who have minimal or no Secondary

Education Certificate qualifications do not have enough opportunities where

they can further their education after compulsory school age. In using critical

disability theory and the social model of disability for interpretation, it can be

argued that disabled persons are still considered in the Maltese society as a

tragedy and a burden and they are not worth investing in. Corbett (2001)

corroborates that, “the awareness of ‘education’ being something beyond

schooling is a key aspect of inclusion. It is understandable that all learners of

any age are educating themselves for life, not just through a prescribed

curriculum taught in an institutional context” (p. 37). Burke (2012) argues that

learning occurs in formal and non-formal settings, however since higher

education is considered as a social institution that enhances life chances and

privileges are reproduced, attention needs to be given about how such

inequalities are produced. Findings in this inquiry remark that students with

intellectual and learning difficulties are the ones who have the biggest struggle

to experience further education level onwards. In using critical disability theory

as an interpretive framework, the hierarchy in disability accommodation

questions the equitable opportunities of different disabled persons in education.

Armstrong et al. (2010) point out that an education system is embedded with

tensions whether it should be “consistent with the goal of full inclusion” or opt

for a “deficit approach” to education provision whereby the ‘type and severity’

of disability becomes the primary criterion of access to mainstream schools (p.

9). In another text, Shakespeare (2006-a) maintains that “different people

experience different levels of social disadvantage or social exclusion, because

society is geared to accommodate people with certain impairments, but not

others. Everyone may be impaired, but not everyone is oppressed” (p. 65).

From a poststructuralist interpretive framework, the discourse in the transcripts

showed that the notion of dis/ablement did not strictly refer to disabled persons,

but to all the students. Being disabled was considered as a restriction from

someone to reach a state of being due to the actions caused by others which

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goes beyond the state of being a person with a disability or not. The participants

argued that no student should be left behind at the expense of someone else.

As low achievers or disabled students should be supported to achieve and be

challenged, high-ability students deserve individual attention and be guided

rather than being left to fend alone as they are considered as able students.

Armstrong et al. (2010) acknowledge that student diversity requires different

types and levels of support for students to participate and experience a positive

educational experience. This implies that the provision of support, “even when

it is substantially different from that which other students receive, should not be

an issue of concern in principle” (ibid., p. 105).

In debating the issue of empowerment that contributes to the

development of an identity of an able person, many participants agreed that job

placements help students to link theory to practice. When adopting a critical

realist interpretive framework and consider the effects of the physical and social

elements in terms of how job placements can improve the quality of life of

individuals, I argue that job placements increase the chances of employability

to disabled students whose openings are slimmer than those of non-disabled

persons. Job placements are beneficial because employers and colleagues

would have the opportunity to value the role of disabled people in society and

learn how to adapt the environment and work routine. Job placements also help

disabled persons to understand whether they can do a job effectively or not.

This approach creates a more sustainable society where disabled people are

a lower risk of experiencing poverty due to lack of education and employment.

Riddell et al. (2005) argue that, “higher education institutions are designed to

fulfil the neutral task of equipping students with the knowledge and skills

needed for their future working lives” (p. 57). Charlton (2006) argues that,

“political economy is crucial in constructing a theory of disability oppression

because poverty and powerlessness are cornerstones of the dependency

people with disabilities experience” (p. 218).

Healey (2013) argues that “education is significant in enhancing social

cohesion” (p. 15). Upon reflecting about how the physical and social aspects

from the standpoint of the interpretive framework of critical realism affect a

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school culture, from the evidence of this study I argue that the school

management and lecturers who are responsible in managing a class were

regarded as socially influential in creating an inclusive culture within the school

community. Armstrong et al. (2010) sustain that for inclusive practices to

progress there has to be a combination of circumstances, such as, “leadership

that values and supports inclusion” (p. 110). Fernie and Henning (2006) and

Ainscow (2005) also maintain that strong leadership and collaboration among

the teaching staff are contributory factors to optimal inclusion. In this study,

counsellors and guidance teachers were also considered as social constructs

who can enable inclusive education by fostering an inclusive culture.

Counsellors and guidance teachers form part of a transdisciplinary team to

support students along their school life on personal affairs and in career

guidance that could contribute to one’s self-actualisation. Riddell et al. (2005)

claim that, “impairment is strongly associated with subject studied” as

generally, disabled students tend to study arts, social science and business

subjects, and eventually take up a related employment field (p. 38). The role of

an inclusive education coordinator as the person/s in charge to act as

intermediaries between the students and their parents, peers, lecturers and

administrators was underlined by many participants. Student support services

at higher education are an integral part in the implementation of inclusive

education as amongst others they have a role to enlist their learning needs and

identify the type of support they require and formulating a learning support plan

(Hall, 2007). Additionally, parents and the community need to be embraced as

partners to education (Frederickson & Cline, 2010; Armstrong et al., 2010). In

this inquiry, parents were considered by many participants as partners who

need to be supported along the years to adjust to the needs of their children

while growing up. Shakespeare (2006-a) advises that, “justice demands that

the state should devote more resources to supporting families with disabled

children, and to promoting the wellbeing of disabled adults” (p 99).

8.5 Overarching themes across this inquiry

This section highlights the main arguments that were reflected upon by

the participants in exploring the politics in the provision and implementation of

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quality inclusive education. While utilising critical disability theory for

interpretation, notwithstanding anti-discrimination legislation, the findings

indicated that across the secondary, further and higher education institutions,

generally disabled students have basic environmental accessibility around the

schools. Financial and attitudinal barriers limit the extent the environment is

made accessible to diverse individuals. Consciousness and application of the

social model of disability is inconsistent. There is still room for improvement as

freedom of movement affects the extent they can meet their peers outside

lectures. From a critical disability theory interpretive framework, accessibility or

the lack of it affects the confidence of disabled persons in going around the

campus independently and can keep private matters private. Likewise,

Haihambo (2011) also indicates that environmental barriers were the main

disabling barriers and caused frustration because they affect students in their

educational and social lives. The participants praised when the environment

was designed with some basic practical understanding of what wheelchair

users would need to minimise physical effort and time to go from one place to

another. However, the same approach needs to be directed to persons with

sensory impairments and other physical disabilities. This broadly supports the

arguments put forward by Shakespeare (2006-a) that barrier removal and

inclusive provision that enhance the participation and quality of life of disabled

people are cost-effective and promote social integration. In line with Maslow’s

hierarchy of needs, comfort as a physiological need on campus can be a

criterion that encourages disabled students not to give up (Myers & DeWall,

2015). These arguments reinforce that in implementing inclusive education,

dis/ablement is highly dependent on socially constructed efforts for the

common good of the school community.

Slee (2011) states that the mechanics of exclusion and inclusion need to

be recognised and understood. The disabled participants pointed out that in

different sectors there are non-disabled individuals who lack sensitivity and

predisposition to understand the way disabled people are experiencing life.

From a poststructuralist interpretive standpoint, the lived experiences, in being

subject to in/exclusion posed a dialectic tension in identity development

towards being an empowered person and being oppressed at the same time.

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In understanding how the transitive and intransitive factors of the interpretive

framework of critical realism affect the reality of disabled students sitting for

examinations, the findings emerged that the type and the way access

arrangements were given affected the participants’ stress levels during exams.

The way society creates its own systems of due diligence and quality

assurance can be disempowering and damaging to one’s wellbeing unless the

users of such systems are consulted. Healey et al. (2006) also concludes that,

“only a minority of disabled student faced barriers in teaching, learning an

assessment, for those who did their impact was serious” (p. 41). These

reinforce Charlton’s (2006) argument that, “the greatest challenge in

conceptualising oppression of any kind is understanding how it is organised

and how it is reproduced” (p. 222).

As concluded by the Canadian Council on Learning (2009), the

experiences of the participants verified that physical disabling barriers and

access to information were the two main disabling barriers. The findings

propose that Universal Design and Universal Design for Learning are

frameworks that could facilitate the implementation of inclusive education.

Upon reflecting how the physical and social factors of the interpretive

framework of critical realism can be considered to improve one’s learning

experience, the findings suggest that the Universal Design for Learning works

around the dis/abilities of individuals and provides scaffolding tools for

individuals in society to support the diverse limitations of individuals. Training

to educators about Universal Design for Learning, disability discourse and legal

rights of disabled students, how to facilitate learning, and about staff

responsibilities to provide accessible teaching and learning are dimensions that

need to be reinforced (Hurst, 2009; Nicholas & Quaye, 2009; Higbee, 2010).

Similarly, Liasidou (2014) asserts that to enhance accessibility in higher

education, professional development with the aim to enhance social justice and

inclusion of disabled persons should be integral in the institutional

programmes. This will help students and staff to understand the “the complex

nature of disability experience and the needs of disabled individuals to create

positive attitudes and to enhance disability awareness in terms of disabled

people’s rights and entitlements as these are stipulated in international laws

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and conventions” (ibid., p. 130). Tanti Burlò (2010-b) explains that, “Universal

Design for Learning is inherent in the definition of inclusive education seen as

an educational process that welcomes all students from different race, socio-

economic background, religions, abilities and disabilities and learning patterns”

(p. 57). Technology was regarded as an instrument that promotes democracy

and social justice as more students would be given a chance to access learning

and show what one knows in an equitable way. Sloan et al. (2006) pose the

argument that Information Communication Technology reduces exclusion and

breaks down the barriers to education for disabled students because “the use

of multimedia, sometimes termed ‘rich media’, presents significant

opportunities for the teacher to enhance the learning environment and thus the

learning experience of students” (p. 130). Designing learning environments

utilising new technologies would reduce disabling barriers from the start (Rose,

2009-a).

From a poststructuralist perspective, the transcripts showed underlying

meanings that as much lecturers have the power to enable the classroom

context, unless they consciously put effort to be catalysts and get informed,

disabled students would remain merely integrated rather than included.

Integration is a far cry than inclusion as the person would be still considered as

an appendix to the classroom rather than an integral member of the group who

live in the classroom. Different stakeholders confirmed that the teacher training

programme needs to address issues of inclusive education in its broadest

meaning. Lecturers were considered as key participants in providing quality

inclusive education or not. Moore and Slee (2014) recognise that teacher

education programmes recommend that, “teacher students will engage with

critical race theory, gender studies and critical pedagogy to enable them to

understand the formation of barriers to access, participation and success in

education” as well as “an understanding and critical application of disability

studies in education” (p. 231). Armstrong et al. (2010) explain that “broad”

definitions of inclusion, “do not focus on specific groups of students but rather

on diversity and how schools respond to the diversity of all students and every

other member of the school community” (p. 30). Similarly, Florian and Rouse

(2010) argue that, ambiguity that hovers over inclusive education could be a

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result of insufficient attention in how teachers were prepared and supported to

work in inclusive contexts.

The participants indicated that there should be a balance between face-

to-face instruction and online systems of instruction so that the physical and

social individual needs are met. Using critical disability theory for interpretation,

the data suggests that having representatives of entities agreeing on

developing more flexibility in the way students can follow courses, for example

through blended learning, e-learning that incorporates distance learning or by

using real time distance learning facilities enable education. Seale (2006) also

claims that as much e-learning can liberate, it can confine particularly when

issues regarding equity and accessibility are not addressed. On the other hand,

effective use of technology was considered to build communities that can

communicate effectively and can be utilised to operate alongside human needs

(Locker, 2009). Similarly, Hurst (2006) argues that “given that people learn in

different ways, there should be a variety of approach used in the sessions, for

example, by using some visual material” to maintain interest and to create a

fun experience to learning (p. 157).

Many participants indicated that there is the need to re-think the type of

inclusive education that is being implemented and its consequences. Rose

(2010) remarks that, “as the debates surrounding schooling have intensified it

has become increasingly clear that interpretations of inclusion require an

understanding of the established cultures and traditions upon which societies

have been founded” (p. 3). A revitalised public dialogue about the type of

conceptual and pragmatic frameworks of inclusive education that is applicable

to the local context, keeping in mind the socio-cultural and political challenges,

could bring the argument of inclusive education back to a rights-based position

to enhance quality, standardisation and harmonisation across further and

higher education.

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8.6 Reflections on the limitations of this inquiry

Since a sample of different stakeholders and the fact that the disabled

participants followed academic rather than vocational courses, no

generalisations can be constructed about the reality of inclusive education at

further and higher education. However, the inquiry provided an in-depth

understanding of the factors that attribute to quality inclusive education that is

accessible to disabled youth with physical and sensory impairments. This

knowledge could be utilised internationally depending upon the culture of

inclusion in the respective country.

The postal questionnaire permitted me to reach out to respondents from

a large catchment area, but for ethical reasons, I could not meet the students.

Thus, some questionnaires were given to students who did not fit to the

selective criteria. The boundaries of the sample of respondents also reduced

the sample size considerably. In fact, a low response rate was achieved. From

the respondents’ feedback, I could identify the trends that I sought, but no

generalisations may be drawn.

Another challenging situation was in finding enough participants with

different disabilities who volunteered to be interviewed as representatives of

disabled students. Finding participants that met the selection criteria for this

inquiry was difficult due to the small numbers of disabled persons who reach

further and higher education. While participants who were over 18 years were

mostly willing to participate, there were instances where I experienced

difficulties from minors and their caregivers to trust me and consent to

participate in this research. To adhere to the Data Protection Act (Laws of

Malta, 2003, Chapter 440), at times, it was very hard to get in touch with

potential participants. I had to resort to persons who acted as intermediaries.

The time factor with regard to the duration of the interviews with different

stakeholders had to be considered to prevent excessive invasion in their life.

Therefore, the fallibility aspect of the same interviews where I managed to

capture some data is recognised.

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For the narrative inquiry, I had instances where potential participants did

not consent to participate in the research for personal reasons or because in

case of minors, the parents did not consent. Since only female participants

accepted to participate, results are gender biased. When the responses were

compared to those obtained from the students’ interviews carried out with male

participants, data was triangulated.

Although I wished to conduct a focus group consisting of eleven

members, it was difficult to get all the participants to meet altogether. I had to

divide the whole group into four small groups. On a positive note, this situation

permitted a fluent dialogue amongst all members of the group and the group

dynamics in terms of how the participants contributed to the conversation

remained in equilibrium. To triangulate evidence from one group to another, I

asked the members about their reflections about points that were mentioned in

previous groups.

During data analysis and in writing the findings, due to culturally bound

expressions, it was very difficult to translate verbatim quotes from Maltese to

English. By presenting both versions in Appendices 9, 10 and 11, I gave a more

faithful representation of the participants’ reflections.

Considering the small size of Malta, the identity of the further education

institutions and participants cannot be completely hidden. For ethical purposes,

in the script, I did not refer to any specific person working at any educational

institution.

In being a non-disabled person, there was a limit to how much I could

understand from an experiential way the experiences and reflections of the

disabled participants. This affected the way I have interpreted the data.

8.7 The epistemological contribution of this study

Collins, Onwuegbuzie and Sutton (2006) argue that “mixed-methods

research has not been adopted to a similar degree by researchers in special

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education” as “mixed-methods inquiries tend to require more time, resources,

and effort to organise and implement” and “they require expertise in designing

and implementing both the qualitative and quantitative phases” (p. 68). The

same argument can be put forward for the Maltese context. In fact, in this

inquiry, I aimed to contribute to knowledge by presenting a mixed methods

research about inclusive education and disability in relation to further and

higher education.

This study was inspired from my professional identity in being an

educator. The process of the inquiry helped me to develop reflexivity. As

discussed in chapter 3, by adopting a pragmatist standpoint and focusing on

Dewey’s theory of experience, the inquiry provided evidence taken from

everyday experiences to understand the phenomenon of inclusive education

as experienced by disabled young persons. This inquiry also shows that

Dewey’s theory of experience is still applicable in research in education to spur

reflexivity on experiences in order to generate knowledge. I reflected upon the

participants stories and reflections to understand their voice, subjectivities,

relativity and multiplicity of truth of inclusive education in the Maltese context

(Wertz et al., 2011; Clandinin, 2013).

Since different stakeholdes were involved, they reflected on different

historical, political, social and economic factors. This brought to light that

“consciousness is always transitive” which implies that the meanings are mostly

relevant to the context and time of this inquiry (Van Manen, 1990, p. 9). The

process of consciousness entailed reflecting on being in experiences

retrospectively which are also continuous and evolving (ibid.). Consciousness

about the multi-dimensional aspects of inclusive education and the notion of

disability as phenomena indicated that they are integral of a society that

promotes democracy, respects human rights and values social justice. The

sensitivity of the phenomenon where participants speak about their personal

lived experiences underlined the importance for researchers to be conscious

of ethical obligations towards the participants.

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This empirical research was designed to investigate and comprehend the

complex factors that attribute to quality inclusive education at further and higher

education in Malta to obtain “warrantably assertible conclusions” (Dewey in

McDermott, 1981, p. 226). This inquiry supports Dewey’s argument that, “the

very meaning and purport of empirical method is that things are to be studied

on their own account, so as to find out what is revealed when they are

experienced” (ibid., p. 253). However, it is recognised that this inquiry has its

fallibility as it is certain that not all relevant answers were found, and those

identified are shown and interpreted correctly (ibid.). The discussion examined

the meanings of the phenomenon in relation to themes that emerged from this

inquiry (ibid.). In line with Dewey’s pragmatic theory where “all the affairs of life

which need regulation – all values of all types – depend upon utilisation of

meanings”, the inferences could inform future action in the local scene and

possibly to international contexts by plausible propositions (ibid., p. 192).

The significance of this epistemology is that it fills a gap within the Maltese

context in the growing body of research exploring the daily lives and

experiences of non-traditional students within further and higher education

institutions that could be the contexts that reproduce or reduce existing social

disparities (Riddell et al., 2005). The authentic participation of different

stakeholders at grassroots level was unique as “there is no knowledge without

a practical discursive practice; and any discursive practice may be defined by

the knowledge that it forms” (Foucault in Sheridan Smith, 1989, p. 201). Their

reflections on experiences did not remain a mere summary of the participants’

life, but were embodied with reflection in transforming meanings as a fertile

terrain for possible suggestions (Dewey in Boydston, 2008b). The recollection

and articulation of personal stories and other data that was generated in this

inquiry spurred critical thinking about other stories that need to be investigated

about the collective experiences of disabled persons which can challenge the

dominant ideology (Ledwith, 2012). Reflexivity guided data analysis and

interpretation to seek connections and consequences from simple mundane

personal action (Quay, 2013). Critical thinking was useful to question

assumptions and everyday situations that are taken-for-granted (Ledwith,

2012).

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Sociologically, this inquiry attempted to make connections between the

“structural conditions” and the “lived reality of people in particular social

settings” (Barton, 1999, p. 3). The inquiry showed that there are multi-layers of

social, educational and environmental relationships between disabled students

and diverse stakeholders within further and higher education campuses in the

provision of accessible inclusive education. These factors could also be related

to wider contexts and issues such as the availability of accessible employment

and the difficulties that persons with different learning difficulties and other

disabilities than those investigated in this inquiry experience. Enforcement of

the instrument of the Equal Opportunities (Persons with Disability) Act (Laws

of Malta, 2000) is essential to shift from a medical to a social model of disability

or even further an affirmative model of disability that emanate a rights-based

approach, not just in the provision of an accessible environment, but also in the

teaching and assessment procedures. The stories and reflections of the

participants indicated that development in inclusive education at further and

higher education is ongoing and it is in a process of “becoming” that can

transform the educational system into one which reinforces the principles of

democracy and social justice (Bhaskar, 2007-c, p. 583). As Mouffe (1997)

argues, democratic action:

Does not require a theory of truth and notions like unconditionality and universal validity but rather a variety of practices and pragmatic moves aimed at persuading people to broaden the range of their commitments to others, to be a more inclusive community. (p. 5)

The creation of an inclusive community demands transformation in the

culture of inclusive education where culture means the:

Organisation, discipline of one’s inner self, a coming to terms with one’s own personality; it is the attainment of a higher awareness, with the aid of which one succeeds in understanding one’s own historical value, one’s own function in life, one’s own rights and obligations. (Gramsci in Forgacs, 1988, p. 57)

This inquiry supported the argument that a culture of inclusive education

demands keeping Derrida’s notion of “undecidability” present which means that

people in authority would never be completely satisfied with the quality of

inclusive education as every decision taken in favour of one group would have

consequences on ‘others’ (Mouffe, 1997, p. 9). Ethical responsibility on behalf

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of people in authority is demanding as, as Rorty (1997) argues, “I see ethics as

what we have to start creating when we face a choice between two

irreconcilable actions, each of which would, in other circumstances, have been

equally natural and proper” (p. 41). Ethical responsibility also implies diligent

use of power. As Laclau (1997) argues, “power is the shadow of freedom” (p.

52), and as such, the pressures that people in authority within further and

higher education institution create a “hegemonic battlefield between a plurality

of possible decisions” and their consequences (ibid., p. 50). Inclusive education

becomes a struggle as the decisions taken would reflect the ideology of

inclusive education that exists within the respective further and higher

education institution. Thus, the inculcation of inclusive communities entails

political efforts on a personal, institutional and national level to deconstruct the

quality of inclusive education at further and higher education to reconstruct it in

a way that values and respects the dignity of individuals and the common good

of disabled young people and other minority groups. This culture of inclusive

education promotes a sustainable society which as Dewey (1930) explains, “a

progressive society counts individual variations as precious since it finds in

them the means of its own growth” (p. 357). However, unless disabled persons

and other oppressed minorities are valued and listened to, their voices would

remain silenced. Foucault (1969) recommends that, “we must reconstitute

another discourse, rediscover the silent murmuring, the inexhaustible speech

that animates from within the voice that one hears, re-establish the tiny,

invisible text that runs between and sometimes collides with them” (p. 30).

The methodology of this inquiry was unique in terms that it utilised

pragmatism that allowed for pluralism in using different interpretive frameworks

and research instruments to understand the phenomenon under study. The

pluralistic approach of pragmatism to employ what works to understand the

ontological considerations for data analysis and interpretation enabled me to

integrate different theoretical perspectives (Teddlie & Tashakkori, 2009). The

deductive and inductive approaches within the convergent parallel research

design helped me to triangulate data from an objective and a subjective position

respectively. This inquiry denotes that mixed methods research does provide

rich data collection and analyses for interpretation. However, the diverse data

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at hand posed great challenges to collect the data, bring it together and

interpret it in a novel way. To develop inferences, a “side-by-side comparison”

of the quantitative and qualitative findings was carried out to merge the data

across the study and eventually drew “meta-inferences” that provided coherent

“warranted beliefs” that answered the research questions (Teddlie &

Tashakkori, 2009, p. 152; Creswell, 2010, p. 53; Creswell & Plano Clark, 2011,

p. 223; Morgan, 2014, p. 31). This approach led to developing a vertical and a

horizontal interplay of factors that affect the quality of inclusive education at

further and higher education. The complexity in the politics of inclusive

education included tensions between the person and one’s impairment, an

individual in relation to others with family members and school community, and

between a person vis-à-vis entities in society with regard to education,

assessment, public services and employment that are socially constructed.

Critical disability theory was employed to examine the experience of

inclusion of disabled young persons while taking into consideration the impact

of one’s physical reality that is emanated by the nature of disability and the

socially constructed aspects of dis/ablement within further and higher

education institutions (Archer, 2007; Shildrick, 2014). The findings affirm that

disability is socially constructed. Although Malta has anti-discrimination

legislation and has ratified international conventions, disabled young people

still experience a struggle over and above what other students go through

during their schooling and assessment experiences. Evidence indicates that

when disabled persons are nurtured and empowered from different members

in society since childhood to develop agency and be conscious of their rights,

their activism in transforming school practices and structures and aspiration to

further their education is increased. Since the notion of disability is socially

constructed, values that promote social inclusion and social cohesion are

essential in developing sustainable communities. In merging critical disability

theory with a critical realist perspective, evidence revealed that the

embodiment of one’s impairment as part of human diversity gives an agenda

where the politics of dis/ablement in relation to the interconnected circles of the

self, family and friends, school community and society in general is not just for

the benefit of a minority group, but for the common good of society.

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The critical realist interpretive framework was interplayed with critical

disability theory to facilitate understanding of dis/ablement because the critical

realist scaffold permits an examination of taken-for-granted lived experiences

from different perspectives of the disability that vary on their impact to the

person (Watson, 2014). Thematic analysis revealed that personnel within

further/higher education institutions and disabled persons consider the

physical/natural/intransitive and social/transitive reality that affect the

experiences of inclusive education. The participants expressed themselves in

line with the social model of disability. According to them, society is still infused

with negative attitudes and disabling barriers that were generated by

individuals who did not consider the diversity of disabilities. This supports

Barton’s (1999) affirmation that “disability is a significant means of social

differentiation in modern societies” (p. 13). However, they acknowledged that

their impairment posed natural limitations on how they access learning or life

experiences. The disabled participants recognised that “impairment is not

neutral” as they were compelled to learn how to cope with the pain, medical

interventions and time needed to plan and organise themselves to find

alternative routes to reach their goals (Shakespeare, 2006-a, p. 63). The

political relationship between the natural and social effects of disability on one’s

body tie with the theory of complex embodiment (Siebers, 2013). The

participants indicated that hidden impairments are often ignored unless there

is disclosure. These arguments suggest that the traditional social model of

disability is an alliance to inclusive education in removing disabling barriers, but

there are other contributory factors that need to be addressed to understand

the notion of dis/ablement holistically. Reeve (2012) called for an extended

definition of the social model of disability whereby there is the “deliberate

inclusion of psycho-emotional disablism” that addresses the “inner barriers”

which were frequently disregarded in analyses of the lived experience of

disability (p. 79). In the affirmative model of disability, one’s impairment is

recognised as an integral part of one’s identity (Swain & French, 2000).

The poststructuralist interpretive framework was interrelated with critical

disability theory to deconstruct meanings of the notions of culture and disability

discourse about identity and how the physical nature of one’s impairment and

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the social factors interplay to construct reality. The way the participants referred

to themselves in different circumstances exposed that the notion of identity had

a dialectic tension. The transcripts revealed dichotomous discourses between

being in/excluded in the context of a society and a minority group. The “identity

of contraries” suggests that the development of identity is infinite and is multi-

faceted as “contrariety represents only the movement of interiority in the

infinite” (Deleuze in Patton, 2013, p. 55). Their positionality in being insiders of

the disabled culture and excluded from the culture of non-disabled shows the

social construction of in/exclusion that contributes to the formation of identities

and the position that the individual or the group ascribes with respect to

institutional categorisation (Burke, 2012). The political, socio-cultural tensions

between being a disabled person and a non-disabled person in society

emerged when the participants made a clear distinction between these two

groups with the former being in the minority and battles to make non-disabled

persons understand their experiences and perspective. Additionally,

sometimes they referred to themselves as disabled persons while in other

instances, they were referring to disabled persons as others. This distinction

was made to explain that within the disabled community, there are those who

put effort to emancipate themselves and those who are oppressed by others or

lack empowerment to be confident and put effort to become independent as

much as possible. Thus, the participants took subjective and objective positions

about disabled persons. These identities “actively expose the effects of

ideology on individuals and provide a rational basis for acts of political

emancipation” (Siebers, 2011, p. 85). These arguments indicate that the

attitude and personal approach to life that disabled persons are brought up with

is crucial as it affects disabled persons from learning self-helplessness or self-

advocacy that empowers a person to develop agency, the meanings attributed

to one’s impairment and how the person copes with it (Watson, 2005).

A poststructuralist position was also utilised to understand the meanings

of an inclusive education culture and discourse vis-à-vis disabled young people

that form part of an ‘other’ minority group. Thematic analysis of texts and

transcripts revealed that although there is effort towards a pro-inclusion culture,

investment is needed to transmit a culture of inclusive education from a rights-

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based standpoint from policy to implementation levels. It is evident that

disabled persons are still experiencing levels of environmental, social and

educational disabling barriers that originate due to a lack of a culture that

promulgates social inclusion and social cohesion of different persons in society.

Discourse also indicates that the quality of experiences of inclusive education

are socially constructed and their meanings to disabled people affect identity

development. The quality of experiences of inclusive education also affects

non-disabled persons in the type of identity that they associate disabled

persons with. This interrelationship in identity development contributes to the

type of culture that emanates social justice, democracy and human rights

where disabled and non-disabled persons are valued at par and have a function

in society. Although ongoing efforts are put to widen access at further and

higher education levels, examination boards including MATSEC (of the

University of Malta) were regarded as hegemonic entities as they regulate how

and what is taught and assessed in further education institutions. The

University of Malta was regarded as a hegemonic entity as its entry

requirements, course descriptions, assessment, facilities on campus in Malta

and Gozo limit disabled students from furthering their studies.

This study underlined that although there is the Equal Opportunities

(Persons with Development) Act (Laws of Malta, 2000), its implementation is

not being reflected in practice fully. As cited in the literature review and in the

discussion above, the environmental, social and educational disabling barriers

have been the quest of disabled persons on a local and international level for

many years. However, they still represent the challenging reality of disabled

persons today. This study indicated that the enabling factors were enacted

more in a reactive mode to respond to the novel demand of an individual, or to

react to a situation with a charity-based culture which is infused by a Roman

Catholic background, or because an individual, notwithstanding the cultural and

financial limitations tries to implement the notions of the social model of

disability and/or the right of education. In practice, the systems in different

sectors such as education, assessment, employment, social and public

services which influence the experience of inclusive education are not fully

demonstrating a rights-based approach. Drawing from the principles of critical

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social theory and critical disability studies, unless there is a nationwide “critical

consciousness” in the struggle for a rights-based culture of inclusive education,

disabled people will remain politically and socially an oppressed group

(Meekosha & Shuttleworth, 2009, p. 51). Thus, this inquiry contributes to this

advocacy of human rights, democracy and social justice in inclusive education

which also affects the wellbeing of individuals beyond schooling.

Like Bronfenbrenner’s Ecological Systems Theory that presents multi-

level nested systems (Bronfenbrenner, 1994), this transdisciplinary inquiry (as

explained in chapter 3, section 3.2) revealed that over time, the social

relationships between the individual, family, friends, school community and

society at large affect the propensity that the enabling or disabling

environmental, educational and social factors are increased or decreased.

This ideology is affected by the extent a rights-based approach is enforced to

transform society and the nested nuclei within. Such transformation would have

an impact on the quality of inclusive education at further and higher education

that is implemented on a philosophical and pragmatic level. In view of these

findings, an adapted pictorial representation of Bronfenbrenner’s Ecological

Systems Theory (Bronfenbrenner, 1994) in relation to the phenomenon under

study was developed. Figure 18 illustrates the nested system of intersecting

relationships of inclusive education that is referred to as a pro-inclusion model

of inclusive education.

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Figure 18. Pro-inclusion model of inclusive education consisting of a nested system of intersecting relationships.

Inclusive Education

Enabling /Disabling

Environmental factors

Enabling /Disabling

Social factors

Enabling /Disabling

Educational factors

Time Time

Society

The Right of

Education

School Community

Family & Friends

Self

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8.8 Conclusion

The participants’ stories underlined that the process of inclusive education

from a rights-based approach is an ongoing journey. It is in a state of becoming

as “becoming more inclusive is a matter of thinking and talking, reviewing and

refining practice, and making attempts to develop a more inclusive culture”

(Ainscow et al., 2006, p. 139). Similarly, Neary and Thody (2009) claim that for

a ‘learning landscape’ to remain engaged on a practical and theoretical level, it

should be “constantly reviewed and reinvigorated” (p. 41). As put forward by

Armstrong et al. (2010), “for writers working with what we can call a ‘pragmatic’

framework for the realisation of inclusion, the balancing of what is ‘achievable’

at a given time in a given setting with what is ultimately ‘desirable’ is a constant

issue of consideration” (p. 33). Thus, the challenges ahead are audacious, but

if there is collective and consistent political activism to transform the ideology

of inclusive education, there is hope.Corbett (2001) suggests that to develop a

high level of inclusiveness, schools should work consistently on improving the

quality of teaching and learning that “relates to individual needs, institutional

resources and to community values: a connective pedagogy” (p. Preface).

The findings of this epistemology based on the ontology of experience of

inclusive education informs different stakeholders of the experiences and

reflections that the participants of this inquiry wanted to contribute to disability

and inclusive education discourse. The results could help local and

international scholars to be informed and grasp a better understanding about

inclusive education of disabled young people at further and higher education in

Malta. The pragmatic philosophical approach supported by the intersection of

the interpretive frameworks of critical disability theory, critical realism and

poststructuralism revealed the underpinning notions from different perspectives

at every stage of this inquiry. While recognising that this multi-dimensional

philosophical framework posed a complex task, it helped me to apprehend the

personal, political, sociological, cultural and educational contentious meanings

of inclusive education at further and higher education. The next section draws

the main conclusions, recommendations and suggestions for further research.

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Chapter 9 Conclusions and Recommendations

9.1 Introduction

In line with Dewey’s pragmatic philosophy, as explained in chapter 3,

section 3.4, it is essential to connect knowledge and action (Biesta & Burbules,

2003). In response to the three research questions, this chapter presents the

main conclusions of this inquiry and proposes a set of recommendations that

could be utilised for personal reflection, on an institutional level and policy-

making.

The focus of this inquiry was the experience of students with physical and

sensorial disabilities. This boundary was essential as due to the selective entry

criteria of local further and higher education institutions, such students have a

higher chance of passing the local examination selection process at 16+ than

persons with intellectual disability. As indicated in the literature review, there is

a lacuna in research on this area both in the international and Maltese milieu.

In voicing disabled young persons and other stakeholders, this inquiry was

significant to contribute knowledge in the discourse related to social sciences,

disability and inclusive education at further and higher education. Based on

Dewey’s theory of experience, the evidence demonstrated that the experience

of inclusive education is socially constructed and encompasses elements of

continuity across the educational sectors and society in valuing inclusive

education and each member in society. The extent environmental, educational

and social disabling barriers are removed and enabling factors are enhanced

depends upon whether there is a rights-based ideology on a philosophical and

a pragmatic level amongst stakeholders and whether they have a constructive

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attitude towards making mechanisms and practices accessible to a diverse

student population. The success of inclusive education is also dependent upon

the level of interaction amongst different stakeholders and ongoing reflection

on the consequences of current policies and practices.

9.2 Challenges in implementing inclusive education

This inquiry underlined that environmental, social and educational

disabling/enabling factors affect the quality of inclusive education at further and

higher education over time. The factors that cause dis/ablement emanating

from society, school community, family and friends and the self are interrelated.

This interconnected relationship reveals five tensions. There is a struggle

between balancing the politics of what knowledge is personal and public. There

is tension on how an impairment affects a person in relation to how society

disables a person. There is also tension in what self-help strategies are

deemed essential for one to succeed in relation to what extent can all the

disabling barriers be removed by society to support the right of education that

everyone has. Fourthly, there is tension in the fact that although anti-

discrimination legislation has been into force since the year 2000, there are still

various environmental, social and educational disabling barriers that limit the

extent disabled people can exercise agency and own their liberty and

independence. The fifth emerging tension is between the power and knowledge

that disabled people have from an experiential point of view and the

mechanisms that educational institutions are operating with at present.

Using the social model of disability (UPIAS, 1976) as a baseline to

operationalise a rights-based standpoint, it could create a socio-cultural praxis

that rather than having inclusive education implemented on the good-will or

positive attitude of individuals, it will be realised within a shared standardised

conceptual and pragmatic framework. On an operative level, the social model

can also be used to underline that disabled people are experts in their own field

and thus need to be consulted throughout the process of decision-making,

implementation and evaluation of the educational system. Barton (1993)

explains that “empowerment involves getting people to realise that equality in

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education is not about educating disabled people to be dependent on non-

disabled people, but about empowering disabled people to contribute their

valuable knowledge, skills and understanding to education” (p. 326).

The affirmative model of disability (Swain & French, 2000) which was

developed from the social model of disability can further contribute to a socio-

cultural transformation where one’s embodiment of disability is considered part

of one’s identity and can be celebrated because the ability/ies of an individual

are valued more than the disability/ies. Critical consciousness can be beneficial

in understanding and implementing inclusive education based on everyone’s

right of education. It would strengthen the political arguments that on a personal

and public level, one’s opportunities for growth are provided as entitlement

provisions rather than by a Catholic or other religious charitable attitude. A

socio-cultural praxis would contribute to community building as a person would

not just be given services and goods as mere consumers, but the way the

individual is supported is done professionally that reflects genuine

inclusiveness that respects one’s humanity and dignity. Drawing upon the

findings presented in chapters 5, 6 and 7, as explained below, there are various

pertinent challenges that need to be shifted as opportunities for growth to

create a socio-cultural praxis towards a rights-based standpoint in the

implementation of inclusive education.

In the World declaration on higher education for the twenty-first century:

Vision and action, in Article 3 - Equity of access, section b (UNESCO, 1998), it

was recommended that “higher education institutions must work in active

partnership with parents, schools, students, socio-economic groups and

communities.” This inquiry reinforced the importance of this statement as it

emerged that social partnership between students, lecturers, parents,

administrators and industries amongst other stakeholders inculcate growth on

a personal and institutional level. The findings indicated that living with different

persons is educational and enriching in instilling virtues of empathy, respect

and solidarity. Sharing an inclusive experience of further and higher education

is beneficial to disabled and non-disabled students and staff. Similarly, Moriña

(2017) elucidates that the experience of higher education is beneficial to

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disabled students, but the participation of diverse students enriches the

teaching and learning processes in the classroom.

In the report Children and young people with disabilities (United Nations

International Children's Emergency Fund, 2013), it was identified that “parental

overprotection often limits their capacity for emerging independence” (p. 29).

In this study, family upbringing had a great impact in empowering or

disempowering the student participants. Overprotection was considered as

damaging as the young persons would be imbued with patronisation. In this

study, support to parents was deemed essential. Financial support for disabled

individuals to buy goods and services that enhance independent living were

considered indispensable. Apart from reducing risk of poverty, support can

create a cultural praxis from having disabled persons regarded as dependent

persons to ones who can live their life to the full.

Ainscow (2005) points out that the development of inclusive practices

entails social learning processes at a workplace that has an impact on people’s

actions and the rationale of these actions. In this inquiry, the development of a

social capital with individuals who believe in the principles of inclusive

education and who are willing to collaborate with different stakeholders was

considered as a contributory factor to successful implementation of inclusive

education. The results revealed that success stories of inclusion are dependent

upon self-awareness and balancing between recognising one’s abilities and

limitations and being supported in a dignifying manner from individuals who

ultimately represent society. Values that respect the principles of democracy,

social justice and human rights facilitate the inculcation of social inclusion and

cohesion. Social factors influence the extent environmental and educational

disabling barriers are removed. Nurturing positive attitudes towards the notion

of disability create socio-cultural and political shifts in having social institutions

putting inclusive education as a priority in their agenda. A culture of inclusion

and social cohesion increases the propensity of developing a landscape of

quality inclusive education that benefits all students. It also creates spaces

where everyone experiences a sense of worthiness and belonging.

Empowerment encourages disabled people to participate more actively in

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society, develop advocacy and agency and work towards self-actualisation.

The experience of living with disabled people, activism of disabled persons and

consultation with disabled persons have an emancipatory impact in developing

a functionalist ideology that every individual is an asset to the community and

society. This approach would go against a neoliberal approach that values

individuals to be fit for work based on their productivity level (Goodley, Lawthom

& Katherine Runswick-Cole, 2014).

Bates and Davis (2004) argue that “simply achieving the status of a

student does not build social capital if there are few opportunities for networking

and relationship building (p. 201). This statement is reinforced as disabled

participants indicated that they do not want to be shadowed with a learning

support assistant as it limits social interaction, affects one’s identity and role in

a group. In fact, one of the participants in the narratives expressed, “No one

has an LSA and why should I be different, not having my liberty, independence

and privacy?” Preference was given to support being given on demand outside

lecture time. As indicated by many participants, the role of learning support

assistants needs to be evaluated as it could pose a dependency attitude

amongst disabled people. There is a risk that inclusive education is being

interpreted as a system that operates by providing services and learning

support assistants. On the other hand, there was a strong assertion that unless

a teacher/lecturer owns every student in class and takes initiative to include

every student in an equitable way, the implementation of inclusive education is

a farce. As suggested by participants, quality assurance measures need to be

in place to support and ascertain that the remits of different employees within

an institution are done ethically and professionally. Recruitment of learning

support assistants without having the right qualifications has a washback effect

on the type of services given and adds stress to educators who have to cope

with individuals who lack expertise to do the job. The service of personal

assistants to support students in personal care was considered beneficial in

reducing the need for learning support assistants at further and higher

education. Learning support assistants and teacher assistants pose a political

tension in the classroom. Thus, roles should be defined clearly. Peer support

was considered beneficial to reduce the need for learning support assistants

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and to stimulate disabled persons to become independent. Independence was

regarded as an important factor to increase employability and self-

development. A support network amongst peers helped disabled participants

to overcome environmental and educational disabling barriers. Being with the

same cohort of peers enhanced social inclusion. Unless disabling barriers are

addressed, the first year at a course puts disabled students at risk of dropping

out (Gorard et al., 2007). Individuals who develop an impairment during a

course were considered vulnerable as they have to cope with their changing

reality in terms of lifestyle and identity and manage the stress of the course.

Sachs and Schreuer (2011) argue that in Western countries there is still low

enrolment and high drop-out after the first year in courses despite changes in

legislations and development of programmes for disabled students.

For a project called Raising Community Awareness on the Rights of

People with Disabilities and Developing Capacity for Community Support and

Inclusive Education Practice in Ghana, a manual was used during training

workshops to inform teachers, parents of children with disabilities and

volunteers (Kuyini et. al., 2015). This approach could be developed as in this

inquiry, disability rights awareness among academic and non-academic staff in

institutions was considered as a social factor that contributes to the wellbeing

of disabled persons. Strengthening this aspect consolidates sound practices of

inclusion as disability is part of human diversity and part of the lifecycle of

individuals. The reality of staff with temporary and permanent disabilities should

be addressed as it affects the wellbeing of the school community.

In a study carried out by Molina et al. (2016) about the role of lecturers

when working with students with disabilities, it was concluded that faculty

members are not consistent in displaying appropriate attitudes with disabled

students and “in many cases, it seems lecturers feel that curricular adaptations

of any kind are a form of favouritism” (p. 1048). In this study, lecturers, inclusive

education coordinators and administrators had an impact on the quality of

experience of inclusive education provided. Because of these stakeholders,

student participants reported enriching and disempowering practices of

inclusion. Time constraints, a busy workload and restrictions from examination

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boards limit the extent lecturers manage to create accessible teaching and

assessment and give individual attention. Standardisation in the systems

across further and higher education in the provision of inclusive education are

essential so that disabled persons would not have to rely on the good-will of

individuals who give them support on voluntary basis. Training on the principles

of inclusive education that foster positive attitudes towards disability amongst

other ideologies of difference was deemed beneficial both to academic and

non-academic staff as they all form part of a support network. Training on how

academics and lecturers can implement inclusive pedagogies that enhance

teaching, learning and assessment at further and higher education were

regarded useful. Similarly, Matthews (2009) maintains that while academics

might not need a lot of staff development to implement a more inclusive system,

“there is a need for clear, accessible and comprehensive information about

their responsibilities and the resources available” (p. 237).

The teacher training programme was criticised on the extent that it

prepares student teachers for student diversity and the realities that

teachers/lectures face at school. Awareness and instruction on the application

of the frameworks of Universal Design and Universal Design for Learning were

recommended among practitioners and student teachers. At the University of

Southern Maine, in America, faculty members participated in a programme

about Universal Design for Learning. It was concluded that involving professors

“is an excellent way to overcome their natural reluctance to embrace change

and assistive technology” (Langley-Turnbaugh, Blair & Whitney, 2013, p. 21).

The current system of education is still making it possible for few disabled

students to enter further/higher education (CRPD, 2010). Participants

remarked that rigid entry qualifications in certain further/higher education

programmes limit the chances for disabled persons to attend certain courses.

The participants noted that quality inclusive education is reflected when access

to further and higher education is widened in an equitable way and when

students are supported to complete a course. Ongoing evaluation ensures that

the level of local international exams is comparable to foreign ones so that

those students sitting for the local exams would not be put at a disadvantage.

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A smooth transition between secondary, further and higher education as well

as employment sectors is essential. Career guidance from secondary school

onwards was considered beneficial to help disabled students choose the right

option subjects to reach their aspirations according to their abilities and

limitations. Job placements are beneficial as they increase the students’

knowledge and skills for employment. This entails social partnerships between

educational and employment entities. On a European level, The European

Training Foundation (2013, p. 1) recommends that, “by working together,

governments, employers and trade unions can develop education and training

to respond to the diverse needs of society, the economy and individuals.”

The participants claimed that a statement of needs report was considered

essential in terms of increasing the understanding about the abilities and

limitations that specific impairments create and to mitigate abuse in the

application of access arrangements in exams. However, a statement of needs

report has a social and a personal impact. The participants underlined that they

did not want to be treated differently due to their statement of needs. Student

participants experienced physical and psychological stress over and above

their peers prior to sitting for their Intermediate and Advanced exams to

complete the tests for the statement of needs report which expires after two

years. The tests put the participants in a submissive position by being judged

by others in terms of what access arrangements they need to access exams

and what they can do. The participants argued that their lecturers particularly

at further education could give a better analysis of their abilities. It was

recommended that direct consultation with disabled persons about their needs

would ease tension and from past experiences, they would give feedback of

what works and does not work. At times families resort to private consultation

to upgrade the statement of needs due to extensive waiting lists in the services

that are offered by the state. This renders financial stress. The participants

argued that although the current access arrangements are creating an enabling

situation to students who have a statement of needs report, their effectiveness

needs to be evaluated. The lack of having the possibility of sitting for an exam

orally puts students with different disabilities or learning difficulties at a

disadvantage to show their knowledge in the means that is most accessible to

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them. There is a dichotomy between retaining educational standards and

integrity and providing accessible means of assessment.

Disabled participants shared a common mission statement to act as

catalysts in creating enabling learning environments for their benefit and for the

common good of disabled persons as a minority group. The participants were

cognisant of the power disabled people shared in having experiential

knowledge that can transform future policies and practices. Student

participants criticised special schools and claimed that they developed

themselves and reached further/higher education because they have attended

mainstream schools. This puts pressure on authorities to create programmes

within local further education institutions for diverse disabled students.

Papakonstantinou and Papadopoulos (2016) from their research about

social support given to students with visual impairments concluded that

emotional social support was more reported than practical social support. In

this inquiry, student participants admitted that they had to put more effort than

their peers to have environmental and information accessibility and to complete

assignments. Many recognised the emotional and physical support received

from their peers. Creating awareness about the social model of disability where

the onus of disability is on society rather than on the individual is beneficial so

that structures and practices will be planned to meet the needs of a diverse

student population proactively. Student participants claimed that in overcoming

disabling barriers, self-help strategies such as developing resilience, flexibility

and creativity to adapt to new situations, perseverance and courage were

regarded essential. Conforming to peers contributed to the development of an

identity of an independent and autonomous learner.

Beresford (2004) sustains that “for most young disabled people, both the

process of transition from child to adult services and achieving transition to

adulthood are problematic” (pp. 582-583). This statement was supported in

this study as the transition from adolescence to young adulthood was

interpreted as a difficult phase, but for disabled adolescence, it is even harder

as they have to cope with their impairment, self-consciousness and peer

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pressure. Persons with a hidden impairment who are the largest group of

disabled students (Riddell & Weedon, 2014) experienced a tension in whether

to disclose their impairment or pretend that they were coping like anyone else.

Rigidness in the current forms of assessment put stress on individuals to

disclose their impairment/s and learning difficulty/ies to be given the token of

an access arrangement. The needs of adolescents at secondary, further and

higher education levels vary, but at present they are not being addressed fully.

In fact, it was claimed that the government needs to revise the financial

investment that is given to further education institutions pro rata per student

attending it. The reality of Gozitan students in having to travel across the

islands to the main campus puts pressure on disabled young people in

considering whether they would be able to further their education.

Rodriguez (2011) argues that faculty members are embracing the use of

innovative technologies and the use of social media improves students’

learning, participation, communication, and engagement; expands the online

classroom and its experience. In this inquiry, the use of Universal Design for

Learning and technology were regarded to improve access in learning and

examinations. Distance learning is a niche that widens access to learning to

diverse potential students. Blended learning enhances the quality of learning

to students with different learning styles. However, educational institutions

need to provide the right infrastructure and support for e-learning (Porter &

Graham, 2016). At present, there is a lack of standardisation where disabled

students can record lectures. It is left on voluntary basis and the infrastructure

needs improvement. Investment in technology would support educators and

students to reach their educational goals. Local producers in the technology

industry can create educational resources that are universally designed to meet

the needs of diverse users (Basham, Smith & Satter, 2016).

Inclusive education implies an educational system that goes beyond

schooling. It reinforces the principles of lifelong education for the development

of good citizenship, ethics and community development so that individuals

succeed at work and in society (Ministry for Education and Employment, 2014).

Learning programmes, syllabi and examinations should reflect a fusion

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between schooling and educating as they determine what and how teaching,

learning and assessment are implemented. The participants argued that the

development of qualifications is not a means to an end, but accreditation should

reflect the process of growth of an individual. Due to lack of partial qualification

as means to accredit a level of achievement below Level 1 and lack of learning

opportunities at further education level to meet the interests and abilities of

diverse students, a number of young people are being left and their chances of

employability are reduced. At present, persons with physical disabilities have a

higher chance of furthering their education than persons with sensory

disabilities as they can access the current exams more. Persons with learning

difficulties and intellectual disabilities face more challenges.

Although in Malta there has been ongoing development in the field of

inclusive education particularly in policy making (Spiteri, 1993; Tanti Burlò,

1994; Ministry of Education, 1999; Giordmaina, 2000; Bartolo, 2001; Bezzina,

2009; Ministry of Education, Culture Youth and Sport, 2009; Tanti Burlò, 2010-

a), the interpretation and implementation of inclusive education across all levels

of education on a philosophical and a pragmatic level has certain shortcomings.

Inclusive education at further and higher education is relatively a new

experience and institutions are more reactive rather than proactive due to lack

of specialised human capital, the reality that few disabled students attend such

institutions and financial means. Crosling, Heagney and Thomas (2009) argue

that “quality assurance and accountability are integral to higher education in

Australia and globally” (p. 16). In this study, participants valued quality

assurance measures. Direct consultation with students (Chanock, Stevens &

Freeman, 2011) and amongst different stakeholders within each further/higher

education institution and across further/higher education institutions,

examination entities and employment sectors increase transparency and

consolidation of good practices. Participants claimed that in certain institutions

there is not a smooth transition in the dissemination of information of students’

needs. Plenary sessions between the disabled students, administrators and the

respective full-time and part-time lecturers would create the opportunity where

information is conveyed directly. Thus, any adaptations could be done prior to

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the commencement of a student at a course or during the transition of a student

from one year to another in a course.

There is a dichotomy in the implementation of inclusive education at

different levels. While it was recognised that at primary level, it is much easier

to implement programmes where all students are in class throughout the day,

from secondary onwards, it becomes more difficult for some students to

participate in all classroom activities. There are students who need to pace their

learning and be taught according to their learning style (Giangreco, 2017). The

level of distraction in class was a sensitive issue. Participants underlined that

no one should learn at the expense of another as it would create a form of

discrimination and ultimately, all students have a right to quality education and

reach their full leaning potential. This implies that while mainstream education

needs to be supported as much as possible, the development of different

inclusive programmes should be considered to create an effective and a

practical inclusive education system which is realistic in policy and in practice.

Following the seven principles of Universal Design for Learning as identified in

chapter 2 could enhance the quality of education (Powell, 2013, p. 37)

Topping (2005) explains that “both peer tutoring and cooperative learning

can yield significant gains in academic achievement in the targeted curriculum

area” (p. 635). Peer tutoring refers to when there is high focus on curriculum

content with clear procedures for instructions under the guidance of a tutor

while cooperative learning is operated among small groups of six heterogenous

learners under the guidance of a teacher who facilitates learning (ibid.). In this

inquiry, small groups were considered a strategy that promotes learning as

distractions are minimised and students can learn at their own pace. The

opportunity where students can meet their lecturers on one-to-one basis was

considered as an outreach system that helps students to reach the expected

levels and lecturers would get to know their students better.

In this study, it was revealed that Deaf students and students with hearing

impairment face challenges in learning when the background noise levels are

high and when they are in large rooms. They also find difficulty to access

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information in class and during research projects. Support during the summer

recess could minimise the gap in learning. Deaf students experience limitations

to the extent they can develop Deaf culture in mainstream schools. Investment

in training sign language interpreters is needed to support Deaf students during

lectures and research. Similarly, Noble (2010) identifies that the rate deaf

students who fail higher education is consistently high.

In Malta, inclusive education is a political issue and it has materialised

itself due to the effort of different individuals working on behalf of different

governments. While there is agreement that inclusive education is the way

forward (Ministry for Education and Employment, 2014), its implementation has

political challenges as different entities have to agree to transform the current

disabling barriers and strengthen the enabling factors. The political debate

should be recharged on the premise on what type of quality inclusive education

is being experienced by different minority groups across the sectors.

Investment in creating diverse flexible academic and vocational courses that

match the lifestyle, learning styles, abilities and aspirations contributes to the

development of a sustainable society. It would motivate individuals to

internalise the value of lifelong education. The less students are dropping out

from the system, the higher is the chance that they would become contributors

to social welfare. Their risk of experiencing social exclusion and poverty that

affects one’s psychological wellbeing would be reduced.

It is recognised that successful stories of inclusive education of disabled

persons with physical and sensory disabilities are dependent on self-help

strategies of disabled persons and support from those around in the family

context, friends, school community and society at large (Downing, 2006;

Lifshitz et al., 2007; Blundell, 2010). This study indicated that the lived

experiences of disabled persons further and higher education are a fountain of

knowledge. Inclusive education opens the spectrum for more research to be

undertaken to understand the enabling/disabling factors of different learners

and minority groups that shape the microcosm of society.

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For individuals in the field of disability and inclusive education in Malta

and elsewhere, the aforementioned challenges might not be new. However, it

reinforces that the rights-based principles of the Declaration on the Rights of

Disabled Persons (United Nations, 1975), the Convention on the Rights of

Persons with Disabilities, Articles 20 and 24 (United Nations, 2006) and the

local Equal Opportunities (Persons with Disability) Act (Laws of Malta, 2000)

are not yet implemented fully. On a national level, there should be a strategic

plan that based on a shared philosophy of inclusion, pragmatic strategies that

safeguard different stakeholders will be implemented. A number of

recommendations are proposed in the following section.

9.3 Recommendations

In response to the aforementioned challenges, in order to improve the

quality of inclusive education that is implemented from a rights-based

approach, I am proposing a set of recommendations. It is envisaged that by my

participation in conferences, fora and meetings and by writing in academic

journals, these recommendations will be disseminated. It is foreseen that by

making diverse stakeholders such as policy-makers, directors in the disability

and inclusive education sectors in Malta as well as administrators of local

secondary, further and higher education institutions aware of the findings, in a

collaborative effort, action would be taken to improve the experience of

inclusive education of persons with physical and sensorial disabilities.

Accessibility. As regards accessibility of education, the Higher

Education Opportunity Act (Public Law 110-315) of 2008 enacted by the Senate

and House of Representatives of the United States of America states that in

providing quality post-secondary education, institutions and staff are

responsible to “making post-secondary education more accessible to students

with disabilities through curriculum development, consistent with the principles

of universal design for learning” (Subpart 1, SEC. 762, clause b2G). In the local

context, it is recommended that there will be an updated Further and Higher

Education Act to reinforce the importance of accessible lifelong education that

juxtaposes with the importance of accessible employment so that diverse

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citizens can function in society. More awareness needs to be created to remove

prejudices and stereotypes about disability and to improve disability etiquette.

Through educational campaigns amongst different strata in society, critical

consciousness needs to be created about the principles of the social model.

This would reinforce that different users have a right to have accessible means

to the environment, education and social events and would contribute towards

creating a cultural shift towards social inclusion and cohesion. The liaison of

schools across all sectors with the CRPD, state welfare support agencies and

non-governmental organisations play a crucial role in such a remit. Financial

support could be allocated to help these entities to organise educational

campaigns. Hard copies of booklets that are posted to every household and

soft copies or audio-visual clips in promoting “digital activism” even on social

media platforms could be created (Pearson & Trevisan, 2015, p. 937). They

should conveyed in simple Maltese and English and with pictorial

representations to educate the public about different disabilities and learning

difficulties, and the appropriate approach in language use. These resources

could be part of a nationwide campaign in collaboration with the Local Councils.

Participants complained of environmental accessibility. Local Councils

could instigate disability activism in all their projects. They could assess and

respond to the needs of school visitors by creating accessible paths in the

locality and at least organise a parking lot reserved for disabled persons close

to school entry ways. Local Council members could hold training to workmen

to ensure that attention is given to accessibility while doing maintenance work

or install street furniture. Their work affects the wellbeing of disabled people.

Heinemann et al. (2016) claimed that persons with moderate-to-severe

physical or intellectual disability face challenges due to structures in the built

and natural environment which affect one’s health, participation, and health-

related quality of life. In this study, it emerged that accessibility enables

students to enjoy the freedom of movement to meet friends and to access

lecture rooms as other non-disabled students. Based on human rights

principles, investment in creating buildings that follow Universal Design

principles is needed. Quantifying the need to upgrade buildings based on the

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population of student and staff with permanent and temporary disability is

downgrading. Buildings, and outdoor grounds need to be well maintained to

ensure continuous accessibility. It is recommended that more investment is

allocated to extend and upgrade further/higher education campuses in Gozo to

reduce the hardship for students in crossing the islands to attend lectures.

Subsidised accessible accommodation in Malta for disabled Gozitan students

would reduce costs and students would be encouraged to further their studies.

Wong and Cohen (2011) following their analysis about influences on

assistive technology use for students with visual impairment in Singapore

suggest that “fundamental provision and training in assistive technology is

imperative if students with visual impairments are not to be further isolated and

have a chance to participate in an ICT (Information Computer Technology)

intensive society” (p. 143). In Malta, it is recommended that to accommodate

the needs of persons with visual and auditory impairments, on campuses, and

public places, messages that are aimed to reach the students in public areas

such as school foyers should be provided by auditory and visual means.

Private messages which can be uploaded on iPhone/Smart phones are better

than letters as individuals with visual impairment can access it better. Similarly,

Deaf persons can read texts easier and more accurately than if they had to lip

read. To reduce risks of accidents and inconvenience, students particularly

those with visual impairment should be notified electronically about structural

work that is being carried out in the infrastructure of the campus. Electronic

notification is quick and people can access it more independently. There is the

need for more awareness about the use of induction loop to cut background

noise. Application of Universal Design by using tactile and auditory signs in

public places would help persons with sensory disabilities to function

independently and confidently. Institutions could create an application which

can be utilised as a Global Position System (also known as GPS) tracker. The

application could be used on a smart phone to help students, lecturers and

visitors find their way to a place. The development of an online map that could

be accessed by a screen reader and indicates access points to wheelchair

users and the main routes on campus could be designed. There could be

standardised guidelines that individuals and entities need to consider when

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planning one-off events on campus so that the environment would remain safe

and accessible to students attending the institutions and visitors.

Collaboration for education. The disabled participants were willing to

share their experiences. Persons with different disabilities could be invited by

entities to give advice about creating inclusive and accessible communities.

Creating awareness among different professionals and professionals-to-be

about the needs of diverse disabled persons mainstreams disability. State and

private companies could create special leave where disabled people can do

community work such as motivational speeches or be on a consultative board

during working hours. This work could be regarded as a strategy for each

employment entity to contribute towards community building and the

development of social inclusion. In our society, voluntary work needs to be

accredited as it contributes towards creating a sustainable society.

Cheung (2013) analysed the effectiveness of public policies that help

foster social inclusion in Hong Kong, China and it was concluded that “while

different places have different disadvantaged groups, educating the whole

society about social inclusion would be more effective than locating

disadvantaged groups to offer them social inclusion” (p. 65). In Malta, the media

could be an instrument to address taboos about disability, to create awareness

about disability etiquette and to inform the public about the purpose of access

arrangements. Journalists, radio and television presenters should be given

training about language use that respects disability etiquette. This suggestion

could be extended to any literature that is read in public places. Public transport

drivers, taxi drivers and others need training on disability etiquette and how to

respond to the needs of different passengers. Investment in helping disabled

students obtain their driving lessons would help them to gain independence

and freedom. This could help disabled students to opt for further and higher

education as their travelling time and effort would be reduced. Public education

also needs to be organised to value vocational and academic courses at par

as both are valuable in creating a sustainable society. Television programmes

that focus on the skills that students achieve by following different courses

could be produced. This could serve as an information channel to prospective

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students who are aspiring a career in any field. Such programmes could also

serve as self-promotion to institutions to show how different courses implement

inclusive education for diverse learners.

Consistency and reliability in the provision of accessible services are

salient. Further investment in improving environmental accessibility and the

provision of accessible and reliable public transport across the islands is

essential as it would encourage disabled persons to go to school or work

independently. The ferry services used in crossing between Malta and Gozo

need to be included. Public awareness on the rights of disabled persons and

the importance in investing in resources and services that empower individuals

to independent living is a strategy how to promote social inclusion.

The results in this study indicated that there is the need for strategic

planning and provision of access that fosters a culture pro-inclusion. Adequate

training to educators and administrators in finding ways how to enhance

inclusive education is also recommended. The Ministry for Education and

Employment, CRPD, NCFHE and non-governmental organisations need to

create a framework to which state, independent and church educational entities

even those that offer part-time or short courses at any level in Malta and Gozo

should comply to provide environmental and information accessibility for

diverse learners and practitioners. Enforcement of the Equal Opportunities

(Persons with Disability) Act (Laws of Malta, 2000) regarding environmental

and information accessibility would enhance social accessibility. Distance

learning both as class based and as e-mentoring on individual basis

opportunities contribute to increasing access in education. There could be the

organisation of a group of learning support assistants and/or lecturers who

would be available to help disabled persons attending further and higher

education courses after school hours even by e-mentoring. With regard to

online distance education programmes Goodrich (2016) suggests that staff

including educators should have appropriate training “on how to design

distance education courses to be accessible and meet the needs of the

disabled students who are enrolled” and online distance learning programmes

“that are committed to understanding students with disabilities will have course

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designers who are knowledgeable about accessibility and universal design for

learning (p. 15). From their research about blended learning in higher education

in Craotia, Zuvic-Butorac, Roncevic, Nemcanin and Nebic (2011) assert that

students prefer “to have the access to teaching materials 24/7. Second best is

that online materials are better suited to students’ needs” (p. 427). In view of

this argument, apart from having the infrastructure for e-learning in further and

higher education institutions, blended learning and the adoption of the

Universal Design for Learning framework are regarded as inclusive pedagogies

that enhance access and students’ motivation to learning. Thus, there is the

need for more training to educators even those in training or those who join the

education sector from the industry sector on these and other inclusive

pedagogies such as the Let Me Learn programme. There should be more

standardisation with regard to lecturers accepting students to use different

technological devices such as mobile phones, tablets and laptops in class to

access online portals such as Virtual Learning Platforms and to audio/video

record especially if a sign language interpreter cannot attend.

Student participants complained of the current system in having to

upgrade the statement of needs report every two years. It is recommended that

at further/higher education the system would be evaluated. Students and their

lecturers could be consulted more to create a more social approach to the

system. Recommended guidelines from lecturers and consultation with

students could reduce waiting lists in state entities who conduct the tests.

Thus, students would complete the statement of needs in time for the

application of local/international exams. An inclusive coordinator could have a

major role in obtaining in-house feedback rather than having students to resort

to medical professionals who are less likely to know about their performance in

schools. If the current practice of requesting further education students to have

their statement of needs upgraded is going to be retained, more human

resources should be trained and employed within the state sector to cut down

the waiting list for disabled students to complete the statement of needs report.

Empowerment towards independent living. State support benefits

such as direct payments or an increase in the disability allowance or students’

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maintenance grant would help disabled students to pay for services that assist

them in living an independent life, to purchase assistive technology or attend

training to learn how to use assistive technology. These benefits would

empower disabled persons to develop agency and self-determination.

Government financial increment to further and higher education institutions

would make it possible for administrators to purchase assistive technology and

resources that increase information, teaching and learning accessibility.

Academics and librarians, could receive information about the availability of

such resources and be trained how to use them. Maltese Publishers should be

encouraged and be supported to publish eBooks even in the Maltese language.

Unless society plans the infrastructure for students’ mobility between

educational institutions and employment sectors, it would be disabling

students. Consultation and planning between students and school

administrators and/or inclusive education coordinators would not leave

disabled students in limbo about what to expect and what is available in further

and higher education institutions or at an employment job placement. Hong

(2015) analysed the barriers College students with disabilities experience in

higher education in America and suggests that for institutions “it is worthwhile

to start paying careful attention on how to support and retain students with

disabilities as they continue to be admitted into higher education and need

support from faculty and student affairs” (p. 224). In Malta, it is proposed that

each educational institution would have its own inclusive education unit

whereby inclusive education coordinators would work under the helm of an

assistant Head/Principal in charge of inclusive education. Inclusive education

coordinators are beneficial as they act as intermediary and support persons for

full-time, part-time students to develop resilience and learn how to adapt to the

new context. This service is particularly needed during the first year of a course

until students get used to the whole system. An inclusive education unit could

also serve as a community service centre where students can apply for benefits

and services while at school. Each further and higher education institution in

collaboration with CRPD could create a user-friendly portal where students

following full-time, part-time, short-courses or possibly distance learning would

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be advised on the state support systems that they are eligible to. It would

encourage students to develop agency and become independent.

From research about the experiences of Cypriot students with mobility

disabilities in higher education, Hadjikakou, Polycarpou and Hadjilia (2010)

state that as regards “lecture notes, the use of computers in examinations,

audio-taping of lectures, tutorials, and exemptions from parts of modules were

undertaken by the lecturers themselves on the request of students” (p. 420).

Similarly, this study indicated that there is lack of standardisation in the

provision of educational support. There are situations where disabled students

are left at the mercy of their friends to have lecture notes. This emanates a

charity-based attitude that causes embarrassment and encourages students to

pretend that they are coping with the academic demands. It is proposed that

there is a framework of a standardised protocol regarding the strategies that

lecturers need to implement to ensure information, teaching and learning

accessibility. Standardised accessible infrastructure empowers young disabled

persons particularly with hidden impairments to access the environment and

information without the need to pretend that they are coping.

Widening opportunities for learning. In researching about the support

Deaf students receive during their transition between further and higher

education, Saunders (2012) concludes that “most students received support

from their educational setting to help them make appropriate decisions about

their future and had been prepared to some extent for the differences between

college and university life” (p. 215). Similarly, as indicated from the results of

this study, guidance, ongoing planning and preparation are enabling factors

towards successful implementation of inclusive education. Deaf participants

remarked about the importance that Deaf students develop Deaf culture.

Based on the findings, it is recommended that during the summer recess,

across all educational sectors, Deaf students would be supported in their

academic development and during the transitional phases from one year to

another or schools by educators specialised in facilitating learning to Deaf

students. Summer schools for primary and secondary school students and

work phases for groups of Deaf adolescents who are sixteen years and older

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could be developed to ensure that the Deaf culture is nurtured. Summer tuition

classes could be provided to students attending further/higher education. This

would ensure that all students would have adequate support to reach the

expected standards. This could increase students’ retention in courses.

The evidence revealed that sharing experiences of inclusion is

educational and promotes social inclusion. The organisation of social events by

further and higher education administrators or student committees particularly

at the beginning of a scholastic year create situations where students mix and

make new friends. Group work and the use of online social networks could

increase teamwork and create a micro-climate for community building. It could

help students develop resilience and provide mutual support to cope and/or

combat stressors. Team work could help non-disabled persons to view

disability within a normalisation framework that it could affect anyone anytime.

Disabled persons would develop effective self-advocacy skills.

The evidence espoused that inclusive education is a process and a way

of living. Wider opportunities for disabled persons to enter further and higher

education academic and vocational institutions are recommended as these are

a niche to create inclusive communities. Each educational entity needs to

emulate a positive and a proactive attitude towards social inclusion and

cohesion. There should be better planning on how to implement inclusive

education programmes effectively and in synergy with one another across the

board from kindergarten to tertiary education to lifelong opportunities for

learning. The provision of graded qualifications would help students to start a

course at their preferred level and move higher at their own pace. Accreditation

of skills and knowledge even pre-Level 1 could help students obtain

qualifications that increase their chances of employment.

The findings indicated that all students benefit from teaching and learning

adaptations (Chanock, Stevens & Freeman, 2011). Moreover, the Universal

Design for Learning is a scientifically valid framework that guides educational

practice in providing flexibility in teaching and learning that reduce barriers to

instruction (Laws of the United States, Higher Education Opportunity Act,

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2008). Therefore, to increase access and resilience among students to enter

and complete courses and to keep further and higher education institutions

competitive, it is recommended that the Universal Design for Learning

principles would be taken up on a broader scale when designing courses and

assessment. To promote lifelong education, there is the need for more

investment in offering more part-time and full-time academic and vocational

courses that are graded to different abilities within further education institutions.

These courses would reach the needs of diverse potential students including

adult students and students without any Secondary Education Certificate

qualifications. Such courses are particularly important in courses that demand

hands-on experiences in labs where students have to complete coursework. It

is a way of giving a second chance for vulnerable groups to further their

education. The opportunity of having students to be inactive during a course

helps students who would be experiencing a difficult phase in life such as the

development of an impairment, sickness, pregnancy or other not to give up. It

is recommended that there would be consensus on giving the allowance for

homework to be handed-in in an aural version. Students could be given the

option of having a written exam, an assignment or an oral exam. However,

since further education lecturers are responsible to prepare students for their

MATSEC examination, unless giving answers orally becomes accepted by

examination boards, lecturers are limited in accepting work in this format.

The findings of this study suggested that the present entry qualifications

to the University of Malta in having to obtain a pass in two Advanced subjects,

three subjects at Intermediate level and a pass in Systems of Knowledge which

is equivalent to another Intermediate level puts students under great physical,

intellectual and psychological pressure. On a positive note, since October

2017, students within the Autism Spectrum and Specific Learning Difficulties

who do not possess certain qualifications at SEC level, can apply for courses

if their lack of qualification/s would not adversely affect their performance (Laws

of Malta, 2016). One also needs to evaluate the comparability of these entry

requirements when Maltese students would want to enrol to foreign

universities. The findings implied that there is the need for an evaluation

exercise on the entry qualifications of different local courses when compared

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to those designed by foreign educational institutions. If there is a discrepancy,

students who can pay for foreign distance learning opportunities would have

better chances to further their education and ultimately their qualification will be

valid as those offered in Malta. There is the need for more research to ensure

comparability and harmonisation. It is recommended that further and higher

education institutions, NCFHE and the Malta Qualifications Recognition

Information Centre (also known as MQRIC) would further address these issues.

Working towards smooth transitions. Reed and Curtis (2011) following

their study about High School teachers' perspectives on supporting students

with visual impairments in Canada concluded that “if accommodations that are

taught in high school are similar to those to be received in college, students will

enter with more confidence.” The findings of this study signposted that different

strategies are/could be implemented to ease the transition period between one

educational sector to another. Open days give disabled students amongst

others an opportunity to familiarise themselves with a campus and assess its

accessibility. To reflect the quality of inclusive education provided in

institutions, during open days and on online public portals, students, particularly

secondary school students could be informed via pre-recorded clips that

witness students’ life on campus of the inclusive teaching strategies that are

implemented. A student services information centre could be allocated to help

students develop contacts and possibly start their transition planning

programmes and help parents to face the new challenges. At further/higher

education, parents’ activism needs to be directed towards empower young

adolescents to voice themselves and to develop agency. Parents’ role is

suggested to be an advisory one and to buffer difficult times. Parental support

groups and one-to-one sessions could be organised to help them adopt the

right attitude and resilience in preparing their young adolescents bridge

transitional periods. More investment needs to be in place in the provision of

mobility training courses to help persons with visual impairment develop a

mental map of the campus prior to the beginning of a scholastic year. At

present, the supply of sign language interpreters does not meet the demand.

The provision of sign language training for educators could be considered.

Extra support from sign language interpreters and mentors is needed to help

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Deaf students complete research. Taylor (2004) sustains that “transition

planning is key to an inclusive approach to learning” (pp. 47-48). In Malta, it is

suggested that as soon as a student with specific learning needs registers at a

further education institution, that there would be a plenary meeting which

entails a Mapping an Action Plan (also known as MAP) with all stakeholders

involved to revise or create a student’s Individualised Educational Programme

in view of the prospective career possibilities. This would develop a more

proactive rather than a reactive shift to creating quality inclusive education.

Learning support assistants, parents, school counsellors and administrators

amongst others need to work in tandem with disabled students to explore their

strengths and limitations and identify possible career paths. Peer preparation

by means of a short briefing meeting in the presence of the disabled person

helps peers to develop the right disability etiquette. When students are at job

placements, such meetings are also suggested to avoid pitfalls and conflicts

due to lack of understanding amongst colleagues. Team work develops

camaraderie that is essential in community development and good citizenship.

The role of support staff. The evidence indicated that the role of learning

support assistants at further/higher education is contentious. The provision of

more shared rather than one-to-one learning support assistants at primary and

secondary levels would enable students to develop alternative coping

strategies and to be weaned off constant support. This would also reduce the

situation of having primary and secondary students not attending school

because their learning support assistant is absent. It is imperative that only

trained learning support assistants are employed. This reduces political and

practical conflicts with regard to difference in payment between

teachers/lecturers and learning support assistants, job descriptions and the

reality of having teachers faced with learning support assistants who do not

know what they have to do. This adds stress to teachers even on a practical

level. Above all, the quality of the service given to students would be

jeopardised. On the other hand, unless learning support assistants have the

full collaboration of the class teacher/lecturer, learning support assistants could

be hampered from doing their job effectively. It is recommended that learning

support assistants would have the skills to empower disabled students to speak

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and participate in class and develop self-help strategies to be as independent

as much as possible, particularly in preparation for the transition period

between secondary and post-secondary levels. Since specialised personnel

was recommended to enhance the quality of inclusive education (Gaad &

Almotairi, 2013), it is proposed that the courses organised for learning support

assistants would become more specialised. There should be more matching

between the expertise, aptitude, skills and experience of the learning support

assistant and the student. Placing and learning support assistant should not be

in terms of posting a learning support assistant but attributing the strengths of

a person to a student with learning needs. Having a learning support assistant

changed per year is good to minimise tension particularly when the age gap

between the learning support assistant and the student is small. Evidence from

this study showed that at higher education, learning support assistants were

not favoured. However, at further education, while as much as possible support

would be achieved among the students, at times a learning support assistant

is needed. To prevent students from ‘passing’ rather than requesting support

(Michalko, 2002) and since the findings indicated that students prefer to

conform to their peers as it promotes social inclusion, it is recommended that

at further and higher education, support would be given on demand and out of

class as much as possible. Consultation with the students on the type of

support they would like to have is salient to provide a service that respects the

student and is student-centred. Monitoring of work that is liaised between

lecturers and support staff should be put in place. It is proposed that an

Assistant Head or part of an Assistant Head’s remit could be assigned to

monitor the work being done by inclusive coordinators, learning support

assistants and teachers in implementing the policy of inclusive education. This

reinforces quality assurance of inclusive education within a school.

The evidence showed that participants valued the support of non-

academic staff. The services of a nurse and personal assistant in schools

provided by the social welfare agency, Aġenzija Sapport/Support Agency

reduce the need of a learning support assistant or parents to visit schools to do

personal care jobs. Investment in this service and other related services such

as of nurses and occupational therapists at further and higher education

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institutions is recommended as disabled persons would have a better chance

to be assisted or learn how to be independent in a dignified way. A positive

attitude and support of non-academic staff were considered as important to

overcome daily disabling barriers. It is recommended that short training

sessions would be given to non-academic staff to inform how support to

persons with different needs particularly during an emergency should be given.

Skarzynski et al. (2011) in their research about hearing screening

programme among school-age children in Western Poland, found “that a large

number of children from the primary schools have problems with hearing.”

They recommended that “a group of school nurses, or other school personnel,

should be trained to perform screening tests on a regular basis in their schools”

(p. 199). In this study, disabled participants also remarked about undergoing

regular check-ups and interventions to ensure that their medical condition is

stable. In view of this evidence, it is recommended that the state provides vision

and hearing screening throughout the primary and secondary schooling so that

students who are developing such impairments would be caught at the early

stages. State support systems need to support caregivers at risk of poverty to

acquire the necessary equipment that the child needs. Human capital in terms

of inter-disciplinary teams of counsellors, educational psychologists, nurses,

nutritionists, occupational therapists and others in schools would ensure that

the appropriate monitoring and coordination is taking place of all students

across all educational sectors. It is valuable that guidance is given to

caregivers. This would limit the risk that some students might not be referred

to in time. This would also ensure that support is needed when students would

experience some form of trauma depending upon their experiences and

realities. It would also serve to educate students and parents not to harbour

any stigma if someone seeks the support of any professional.

Marketing inclusive practices. McAlexander, Koenig and Schouten

(2006) argue that since universities are marketing institutions, the notion of a

brand that is based on community building and consumer satisfaction is

intriguing. Many participants claimed that they were not informed of what type

of inclusive strategies take place in other further/higher education institutions.

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It is proposed that institutions would carry out an evaluation exercise of its

prospectus and web pages amongst other semiotic evidence on the extent

there is transparency between what is offered and communicated to users or

prospective users about the respective full-time, part-time or short courses.

Inclusive assessment. With regard to assessment challenges in higher

education, Hanafin, Shevlin, Kenny and Mc Neela (2007) maintain that “further,

higher education institutions need to be convinced themselves and influence

others that these more equitable assessment procedures will considerably

enhance the quality of scholarship, teaching and learning for all students not

just those who have disabilities” (p. 446). Evidence from this study showed that

examinations affect the pedagogies used in classes. MATSEC board needs to

evaluate the effectiveness of the access arrangements that it offers to students

as at times, disabled students experience disabling situations. At present the

examination system favours those students who can show what they know in

writing. Rather than opting for a system that has an element of dependency

and tokenism in terms of how many access arrangements are given, there

could be an evaluation about the extent the examination papers emulate an

inclusive education policy. The use of technology rather than relying on scribes

need to be explored. The possibility of reconsidering the amount of content

students are asked in exams in relation to the time allotted could be evaluated.

It is proposed that exams would have ample time so that students who at the

time of examinations would find difficulty to complete the exam in a rush and

do not qualify for official access arrangements would still find the exam

accessible. In such case, exams could be more criterion-based and limit

students’ word count in essays.

The results revealed that the provision of a separate room where students

with specific access arrangements such as the use of a laptop with a screen

reader or with enlarged papers can do their exam respects students’ privacy

and needs. This approach should be retained or students could be requested

to suggest their preference. Having disabled students doing their exam at the

same centre of their peers was preferred as students seek peer support even

prior or after an examination. The participants suggested that personnel who

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are given the remit as examiners of oral exams, exam invigilators or scribes

need to follow a code of conduct, be qualified and trained to do their job

effectively. Examiners of oral examiners need to be patient when a candidate

has difficulties to express oneself. Invigilators need to keep silent during exams.

Scribes with hearing and visual impairments for instance need to have the

appropriate aides to support them as their impairment could affect students’

performance and make the students frustrated for not having effective

communication. It is recommended that scribes would be knowledgeable in the

subject students are sitting for. Otherwise, the system would be disabling

students due to a lack of understanding on behalf of the scribe of what should

be written particularly when terminology, symbols, diagrams and equations are

involved. This situation would waste students’ extra time to literally teach the

scribe of what should be written on the exam paper.

The results pointed out that students prefer to have low stress levels prior

to exams. Preferably, access arrangements issued by the MATSEC board

would be communicated to students early so that their school-based exams

would mirror the MATSEC exams they would be sitting for. Same applies to

other examination bodies. Participants praised the situations when they were

offered to do their exams at home under online supervision or by having a

person as an invigilator. Such measures need to be strengthened to safeguard

students with temporary and permanent indisposition to attend the venue of the

exam. Students favoured a time-table that clusters the exams of one subject

over consecutive days. Considering that the number of exams is increasing,

the time-table could be spread over more days. This would reduce chances of

clashes, stress and exhaustion particularly to those who have extra time.

Redpath et al. (2013) argue that students should be consulted “during the

production of policies that will affect them. In the case of university students

with a disability, a possible recommendation is to develop a forum for ideas to

be voiced and current practices to be discussed” (p. 1348). In line with this

statement, it is proposed that there would be an evaluation on the possibility of

having examination papers that are already planned to accommodate students

with different impairments. Results of this inquiry remarked that diagrams pose

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great limitations to persons with visual impairment. Oral examinations could be

considered as an option how students could sit for an exam. It is recommended

that a forum would be organised to create a national platform of debate. The

discussion could discuss ways how to balance between maintaining the

integrity and effectiveness of the examination boards, educational institutions

across all levels and being more in tune to the candidates’ needs. The forum

could involve disabled students, policy-makers, lecturers, parents, members

from the examination boards at Secondary Education Certificate, Intermediate

and Advanced levels and members from the CRPD, NCFHE, Ministry for

Education and Employment as well as private entities that offer educational

services. The debate could address how accessible assessment systems could

support the implementation of inclusive pedagogies which ultimately would

reflect the inclusive education policy that Malta claims to follow. Evaluative

exercises organised in collaboration between the NCFHE, CRPD and non-

governmental organisations could ensure that private companies conform to

the provision of equitable teaching, learning and assessment practices.

Educators complained of a lack of consultation between MATSEC boards

responsible to discuss the syllabi and exams at Secondary Education

Certificate with those responsible for the Intermediate and Advanced levels. It

is recommended that MATSEC boards of different levels would liaise together

to ensure that there is continuity and relevance to today’s reality of student

diversity. The way examination papers and syllabi are designed has a direct

impact on what and how lecturers at further education and secondary levels

teach and assess. The debate in offering formative and summative

assessments and its value both in the final grade in school-based and

local/international examinations needs to be addressed further.

Towards a proactive culture of inclusive education. Kioko and

Makoelle (2014) from their study about the experiences of inclusion of disabled

students at Winchester University maintain that to enhance the teaching and

learning experiences, there should be constant evaluation of educational needs

which could require a different approach. Evidence in this study revealed that

further/higher education institutions, generally work in a reactive rather than in

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a proactive mode towards the inclusion of disabled students. In creating a

transformative process towards a proactive implementation of inclusive

education, a website can be created where different stakeholders including

students and entities from different sectors would have the opportunity to share

their experiences and queries. The website could also have portals for early

intervention programmes, primary, secondary, further, higher and lifelong

education programmes. The website could be utilised to develop a constructive

critique of inclusive education. It could develop a community of practice where

different individuals could give practical guidelines and ideas from first-hand

experience how to make teaching, learning and assessment more accessible

to diverse students. Different stakeholders would be given the opportunity to

share their knowledge and expertise. A series of Massive Open Online Courses

(also known as MOOCs) could be developed about teaching students at further

and higher education levels in the local context with different learning needs.

However, as Anastasopoulos and Baer (2013) suggest, institutions offering

Massive Open Online Courses should ensure that “the MOOCs will be fully

accessible to students with visual and hearing impairments” (p. 1).

Allday, Neilsen-Gatti and Hudson (2013) deduce that providing

knowledge and practice to future elementary teacher education about

“disability within the context of school, differentiating instruction for various

abilities, successfully managing students’ behaviour, and working together with

colleagues to meets student needs can only assist in making teachers stronger

candidates when they enter the field” and they would be more willing to work

collegially in meeting the needs of diverse learners (pp. 308-309). This

statement and the results of this study pointed out that the teacher training

programme needs to address more seriously the need for having new teachers

well prepared for the realities present at schools at different levels. It is

suggested that the issue of student diversity would be addressed more attuned

to current student diversity from theoretical and practical perspectives. It is

proposed that as part of the training, student-teachers would spend part of the

teaching practice accompanying a professional teacher in class (Fisher &

Pleasants, 2012). The student-teacher’s role would be more as an apprentice

in learning how to fuse theory and practice and to adapt to daily challenges.

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The debate about Special Schools/Resource Centres was contentious

amongst participants, but generally the participants were against them as

mainstream schooling enables disabled students to develop social skills which

are crucial to seek help when needed. Students would also develop peer

relationships that promote social inclusion and cohesion. It is recommended

that more investment is allocated to support different academic and vocational

further education institutions to organise courses where students with different

disabilities and learning difficulties could attend mainstream further/higher

education classes. This would affect the culture that post-secondary

adolescents even with intellectual disability would be treated as teenagers

rather than infantilised. This demands a shift where rather than having services

of professionals and resources localised at a centre, they would be transferred

to further and higher education as needed. There is a discrepancy between the

services offered at state primary and secondary schools that offer compulsory

education to those available at state, private and autonomous further/higher

education institutions because they do not fall within the legal boundaries of

compulsory education. There is the need for more collaboration between

private, state and autonomous educational institutions to ensure that all

students would benefit of student support services. The legal framework about

the state’s responsibilities in terms of further and higher education needs to be

strengthened. More investment in developing human capital that is qualified to

provide support services at further/higher education levels is needed. The

needs of students attending primary, secondary, further and higher education

are different. The government could diversify the amount of financial assistance

given per student and according to the level of school.

Inclusive strategies at primary school. The findings indicated that the

inclusive education system in the primary and secondary education sectors

affects the success whether students would manage to further their education.

It also affects the identity that they develop, as contributors to society or

individuals who are dependent of its social welfare services. Educators can

explore different ways of tackling inclusion. A pilot study could be devised in a

primary school whereby to increase individual attention, during a time-table

slot, students of a year group/grade would study a common subject. The

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students would be shared among all teachers and rather than classes, teachers

would have small groups of students with different abilities. Students would be

able to work with students who are in other classes. In each class, there will be

team teaching as more than one teacher would facilitate learning. Goetz (2000)

explains that team teaching involves a group of two or more teachers working

together to facilitate learning for the same group of learners. By meeting

different groups, students would develop emotional and social intelligence and

social capital. Social capital is beneficial for when the children move to other

schools as trustworthy relationships promote peer mutual support. This entails

more investment in human capital such as specialised learning support

assistants could support teachers to reach out to all students.

Inclusive employment. One of the aims of inclusive education is so that

ultimately, each citizen would be able to earn a living. The participants

representing different stakeholders emphasised the link between schooling and

employment. Bileviciene and Bileviciute (2010) in their analysis about the

factors that limit disabled persons from employment in Lithuania identified that

the quality of work of disabled persons depends upon whether the environment

of the workplace is adapted for disabled persons, disabled persons have the

appropriate qualifications for a profession and if they have the opportunities to

work. Moreover, “telework improves quality of disabled persons’ work” (p. 74).

In Malta, apart from efficient systems of telework, to increase the employment

opportunities and quality of work, employers could catalogue the different jobs

that are done with the respective company and identify the jobs that could be

done by persons with different disabilities. This information could help

employment centres to implement social justice by prioritising the allocation of

specific jobs to disabled persons whose opportunities for employment are

slimmer than those of non-disabled persons. This strategy would give an added

value for disabled young persons to complete courses at further/higher

education. The introduction of job placements during a course or during the

summer recess would create a chain between an inclusive education and

employment and young people would gain job experience. Employers would

be able to appreciate the contribution of disabled persons to the workforce. A

functionalist rather than a capitalist approach to employment is appropriate in

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280

promoting social inclusion and social cohesion. It would help disabled

individuals to develop an identity of citizens who can contribute to society. The

participation of disabled students would transform employment industries by

fostering respect towards humanity and the abilities of diverse individuals.

Enforcement of the Equal Opportunities (Persons with disability) Act

(Laws of Malta, 2000) is necessary especially in the realm of employment. It is

recommended that the CRPD together with non-governmental organisations,

employment entities, NCFHE, and further/higher education institutions would

organise a public debate in conferences that aim at creating bridges between

education and employment sectors and at generating a stronger momentum in

disability activism. Findings in this study revealed the struggle that Deaf

individuals experience in being employed. Thus, recruitment opportunities for

Deaf persons should be addressed. However, while parent activism shifted the

momentum towards inclusive education in Malta, the student participants

suggested that young disabled persons need to be empowered and be given

the opportunity to voice their experiences and recommendations.

The process of developing inclusive education involves a strong human

and social capital. This study focused on one aspect of inclusion, that is

inclusive education of disabled persons with physical and sensory impairments

at further and higher education. It is recommended that research would be

carried so that our society would understand the experiences of different

stakeholders at different levels in the educational sectors and in a proactive

manner envisage a road map how inclusive education policies and anti-

discrimination instruments would be implemented.

9.4 Further research

Walker (2014) maintains that in the United States, there are still

problems with “a lack of post-secondary education opportunities available to

persons with intellectual disability, a lack of clarity concerning the details of the

programmes that are available, and a lack of an inclusive experience in the

programs that are available” (p. 131). Evidence from this study indicated that

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persons with intellectual disability and learning difficulties face a harder struggle

to enter and complete a course at further and possibly higher education than

persons with physical and sensory disabilities. Research into each area could

be channelled to explore the disabling and enabling factors in the provision of

quality inclusive education. Similarly, the experience of other minority groups

such as who are of a different culture or foreigners could be analysed in

different research projects to capture and understand student diversity on

campus. Such research would provide a more holistic understanding how the

current inclusive education system is affecting diverse stakeholders and try to

find solutions how it could be improved to put into practice democracy and

social justice from a human rights standpoint.

9.5 General conclusion

The participants’ stories and reflections accentuate that inclusion of

disabled students is one segment of a broader umbrella of inclusive education.

The findings emerged shared concepts amongst stakeholders as well as

unique elements that were brought to light by a stakeholder or participant. This

enhanced triangulation of facts and enabled me to understand the

phenomenon under investigation from different perspectives. The evidence

suggested that inclusive education is always in a state of becoming, however

an inclusive culture is needed to nourish an impetus for change and

transformation. As Dewey sustains, “adjustment is no timeless state; it is a

continuing process” (McDermott, 1981, p. 64). This niche could be further

explored in future research projects as the lived experience of inclusive

education of different minority groups (Armstrong et al., 2010) pose new

questions about the philosophical and pragmatic underpinnings of inclusive

education in Malta across different educational sectors.

Inclusive education propagates sustainability in our society and holistic

development of every citizen as it emanates democracy, social justice and

human rights. Quality inclusive education is achieved by the participation and

direct consultation with disabled young people who experience or have

experienced further and higher education. Their activism has an emancipatory

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impact on the whole school community and society at large. Corbett (2001)

advises that, “if we accept that inclusion is a philosophical concept which

requires an examination of ethics, equity and justice, this can be supported by

an emancipatory approach which has empathy at its core. This empathy

extends beyond a narrow ‘disability’ focus” (p. 8). The concept of inclusion is

complex due to its multi-dimensions. The participants indicated that to promote

quality inclusive education that fosters social inclusion and cohesion, a rights-

based approach is crucial. Social attributes of individuals affect the extent

environmental and educational enabling factors are enhanced or not. As

indicated in chapter 2, inclusive education of all rather than for all and

developed with students means celebrating diversity, providing equal

opportunities for diverse individuals and providing equitable means of learning

and assessment. Inclusion provides a rich terrain where holistic education can

be cultivated (Ministry for Education and Employment, 2014). Additionally,

although there are basic principles of inclusive education, the vision of its

implementation should include diverse programmes to suit student diversity.

Dewey in McDermott (1981) explains that the embryo of pragmatism lies

in understanding that, “it is therefore not the origin of a concept, it is its

application which becomes the criterion of its value” (p. 53). From a pragmatic

philosophical standpoint, inclusive education at further and higher education is

still in its early stages. Investment in understanding the concept as experienced

by different minority groups and exploring how it can be implemented with the

highest promising outcomes to reach out to student diversity is salient.

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283

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Appendix 1 Questionnaire to Secondary School

disabled students

Appendix 1

334

Appendix 1

335

Appendix 1

336

Appendix 1

337

Address

Email:

Telephone:

May 7, 2012

Dear Parents/Guardians,

Presently I am carrying out a study for my M.Phil/Ph.D degree. The study is

about ‘Inclusive education in Further (Post-Secondary) and Higher Education

(Tertiary): An experience of youths with physical and sensory disability’. No

harm and deception are involved in this study and all participants are free not

to participate, not to answer any question or stop in participating in this study

at any given time. Information will be used for research purposes only and

fictitious names will be used. I am also bound to abide with the Data Protection

Act. The research is as follows.

Phase 1(Questionnaire): I need to distribute a questionnaire amongst youths

with a physical and/or sensory disability who are at Form 4/Grade 11 or Form

5/Grade 12. For this, I need your consent. The consent form is enclosed

overleaf. If your son/daughter is willing to participate in phase two of this study,

s/he will need to identify his/her name and give a landline telephone number.

Phase 2 (Narrative inquiry): Close to the beginning of the scholastic year after

Form 5, I will contact you again. During the narrative inquiry, your

son/daughter will be given the opportunity to share his/her experience and

opinions of his/her daily life with regard to inclusive education at the Further

education and possibly Higher education institution he/she will be attending.

The meetings will be held during school hours at your son’s/daughter’s

convenience. Phase 3 (Parental meeting): If your son/daughter will be

participating in the narrative inquiry, I invite you to participate in a one-time

discussion amongst a group of ten parents/guardians who also have a youth

with a physical and/or sensory disability.

This is a prime opportunity where your son/daughter and you as

parents/guardians can voice yourselves and suggest ways how our educational

institutions can provide better inclusive educational services. Should you have

any queries or need further explanation of this study, please contact me. Thank

you for your collaboration.

Yours sincerely,

Liliana Marić B.Ed. (Hons.) M.Ed.

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Parents’/Guardians’ Consent Form for the Questionnaire

Dear Parents/Guardians,

If you do not consent for your son/daughter to fill-in this questionnaire, please

return the questionnaire and consent form empty. If you give consent please

complete the form. Thank you.

I, the undersigned, have read the covering letter that explains the whole study

about ‘Inclusive education in Further (Post-secondary) and Higher Education

(Tertiary): An experience of youths with physical and sensory disability’.

I, ____________________________ (please write your name in block letters),

give my consent for my son/daughter to fill-in the questionnaire.

_____________________ _____________________

Signature Date

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339

Address

Email:

Telephones:

May 7, 2012

Dear Student,

Presently I am conducting a study for my M.Phil/Ph.D degree. The study is

called ‘Inclusive education in Further (Post-secondary) and Higher Education

(Tertiary): An experience of youths with physical and sensory disability’. No

harm and deception are involved in this study and all participants are free not

to participate, not to answer any question or stop in participating in this study

at any given time. Those who participate are requested to answer honestly.

Please note that information will be used for research purposes only and

fictitious names will be used. I am also bound to abide to the Data Protection

Act.

Your participation in the study is as follows:

Phase 1: As a secondary school student at Form 4/Grade 11 or Form 5/Grade

12, please fill-in the enclosed questionnaire and within a week post it in the

provided self-addressed envelope. If you are willing to participate in phase 2

(narrative inquiry) of this study, in the questionnaire you need to identify your

name and give your home telephone number.

Phase 2: The narrative inquiry consists of nine interviews over two years

either in Maltese or English. The interviews will be about your experience and

opinions of your daily life with regard to inclusive education at the Post-

secondary and Tertiary institution you will be attending. You will have the right

to read and comment on the transcripts of the meetings.

Should you have any queries or need further explanation of this study, please

do not hesitate from contacting me. Thank you for your cooperation.

Yours sincerely,

Liliana Marić B.Ed. M.Ed.

I.D.

Appendix 1

340

Questionnaire

Please tick x where applicable.

Fill-in this box only if you intend to participate in the narrative inquiry of

the study.

Name: _____________________ Surname:

_____________________

Home telephone number: ______________________

Section 1: Personal Information

1a) Form/Grade: _______ 1b. Age: _______

1c) School:_________________________________________________

1d) Gender: Male Female

1e) Preferably, please specify the type of disability that you have?

_______________________________________________________

Think of your experience at your present school and comment on the following statements. Tick the variable that represents your situation. Please note that:

• ‘Not always’ refers to situations which are inconsistent for example, you face problems in certain places or in certain occasions.

• ‘Not applicable’ refers to a situation that you haven’t come across yet or does not exist in your environment or you do not know about it.

Section 2: Environmental aspects that foster inclusive education

Yes No Not

always

Not

applicable

a) I go around the school outdoor and indoor places independently.

b) I use public convenience (toilets) easily.

c) I use the sports facilities easily.

d) I can use the classrooms independently.

e) I get in and out of the school hall easily.

f) I get in and out of the chapel easily.

g) I can buy from the school canteen.

h) I can use the library.

i) I can move along corridors easily.

j) I come to school with school transport.

k) Outside school, we have a reserved parking lot for disabled persons.

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341

l) I believe that the school environment should be adapted according to my needs.

m) The school is accessible for persons with visual impairment.

n) The school is accessible for persons with speech and hearing impairments.

o) The school is accessible for persons with physical impairment.

Section 3: Social aspects that foster inclusive education

Yes No Not

always

Not

applicable

a) The school personnel are friendly and helpful.

b) The school personnel consult me when a decision that affects me needs to be taken.

c) I spend break time with a friend / friends.

d) I participate in group work.

e) I feel as a plus to the school community.

f) I feel as a burden to the school community.

g) I like to go out of class for tutorials.

h) Whenever I have a problem I know to whom I should return to.

i) A Learning Support Assistant (LSA) helps me at school.

j) When the LSA is absent from school, I attend school just the same.

k) When I am absent from school, a friend calls me at home.

l) I attend school outings.

m) At school I am bullied.

n) I am aware that it is my right to receive education in a mainstream school.

Section 4: Educational aspects that foster inclusive education

Yes No Not

always

Not

applicable

a) My parents are asked for advice before certain decisions that affect me are taken.

b) Teachers and the LSA cooperate with each other.

c) My parents and the LSA cooperate with each other.

Appendix 1

342

d) If it needs be, school work is adapted for me.

e) At school, I receive support from other specialised teachers other than my teachers.

f) I am given school work that does not prefer/discriminate me in any way.

g) Teachers are ready to meet me on one-to-one basis whenever I have a difficulty.

h) I am praised or punished like my friends.

i) Whenever I need special equipment as an educational tool, it is provided by the school.

j) Teachers accept home/classwork in the way I find easiest for me.

k) At school I feel I can reach my highest educational potential.

l) For exams I am given special concessions.

m) I find examinations are designed to my needs.

n) I prefer a combination of written, oral and coursework assessment rather than written exams only.

o) I agree that the school administration informs my teachers about my special educational needs.

p) At school we have different educational resources for example televisions, computers and projection facilities.

q) The school uniform is comfortable to wear and take off.

r) I think I would be better to receive education at a special school.

s) I was invited to participate in a meeting where an individualised educational programme (IEP) was developed.

t) I shall sit for Secondary Education Certificate (SEC) examinations.

u) The school helps me to prepare the necessary paper work to obtain concessions for the SEC exams.

Section 5: Further (Post-Secondary) and Higher (Tertiary) Education Answer the following questions. 5a) Are you planning to continue your education after Form 5? Yes No 5b) Which Post-Secondary school would you like to attend?

________________________________________________________

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343

5c) Why would you like to attend this school?

________________________________________________________ ________________________________________________________

5d) What do you know about the services and facilities that this school offers

to help you reach your full educational potential? ________________________________________________________

________________________________________________________

5e) Is there another school that you would like to attend, but you are having

some doubts about it? Yes No 5f) Which school is it?_________________________________________ 5g) What is worrying you about the school?

________________________________________________________ 5h) What do you understand by quality inclusive education?

________________________________________________________ 5i) According to you how can the Maltese Post-secondary and Tertiary

schools provide quality inclusive education?

________________________________________________________ 5j) What are your expectations of the school you are wishing to attend:

i) to meet your special educational needs?

________________________________________________________

ii) in having an accessible environment? and

________________________________________________________

iii) in providing a welcoming social life?

________________________________________________________ Other comments:

________________________________________________________ Adapted from: Ministry of Education (2002). Creating Inclusive Schools –

Guidelines for the implementation of the National Curriculum Policy on

Inclusive Education. Sliema, MT: Salesian Press.

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344

Indirizz

Indirizz elettroniku:

Telefown:

Mejju 7, 2012

Għeżież Ġenituri/Gwardjani,

Fil-preżent qed niżviluppa studju fuq livell ta’ grad ta’ M.Phil/Ph.D. Dan l-istudju

huwa dwar ‘L-edukazzjoni inklussiva fil-livelli Għola Post-sekondarju u Terzjarju:

Esperjenza ta’ żgħażagħ b’diżabilità fiżika u sensorjali’. F’dan l-istudju m’hemm

l-ebda deni jew qerq u l-parteċipanti huma liberi biex ma jipparteċipawx, ma

jwiġbux xi mistoqsija jew jieqfu milli jipparteċipaw fl-istudju meta jridu huma. L-

informazzjoni se tintuża għal skopijiet ta’ riċerka biss u se jintużaw ismijiet fittizji.

Jiena marbuta wkoll biex insegwi l-Att tal-Protezzjoni tad-Data. Ir-riċerka hija

hekk:

Fażi 1 (Kwestjonarju): Għandi bżonn inqassam kwestjonarju lil żgħażagħ

b’diżabilità fiżika u/jew sensorjali li huma f’Form 4/Grad 11 jew Form 5/Grad 12.

Għal dan, jien għandi bżonn il-kunsens tagħkom. Il-formola ta’ kunsens hija

mehmuża wara. Jekk ibnek/bintek jixtieq/tixtieq jipparteċipa/tippartecipa fit-tieni

fażi (tfittxija narrattiva) tal-istudju, huwa/hija se jkollu/jkollha bżonn jikteb/tikteb

ismu/isimha u jagħti/tagħti n-numru tat-telefown tad-dar. Fażi 2 (Tfittxija

narrattiva): Viċin il-bidu tas-sena skolastika wara Form 5, jien nerġa’

nikkuntatjakom. Waqt it-tfittxija narrattiva, ibnek/bintek se jkun/tkun mitlub/a biex

jaqsam/taqsam l-esperjenza u l-opinjonijiet tal-ġurnata ta’ kuljum dwar l-

edukazzjoni inklussiva fl-istituzzjoni edukattiva Għola li jkun/tkun qed

jattendi/tattendi. Il-laqgħat se jsiru matul l-iskola fil-konvenjenza t’ibnek/ta’

bintek. Fażi 3 (Laqgħa tal-ġenituri): Jekk ibnek/bintek ikun/tkun qed jipparteċipa/

tipparteċipa fit-tfittxija narrattiva, jien nistiedinkom biex tieħdu sehem għal

diskussjoni li se ssir għal darba biss ma’ grupp ta’ għaxar ġenituri/gwardjani oħra

li wkoll għandhom żagħżugħ/żagħżugħa b’diżabilià fiżika u/jew sensorjali.

Din hija okkazzjoni fejn ibnek/bintek u intkom bħala ġenituri/gwardjani se tkunu

tistgħu titkellmu u tissuġġerixxu modi kif l-istituzzjonijiet tagħna jistgħu jipprovdu

servizz t’edukazzjoni inklussiva aħjar. Jekk ikollkom xi diffikultà jew għandkom

bżonn iktar informazzjoni, ikkuntatjawni. Grazzi għall-kollaborazzjoni tagħkom.

Dejjem tagħkom, Liliana Marić B.Ed. (Hons.) M.Ed.

Appendix 1

345

Formola ta’ Kunsens tal-Ġenituri/Gwardjani għall-Kwestjonarju

Għeżież Ġenituri/Gwardjani,

Jekk m’intkomx se tagħtu l-kunsens tagħkom biex binkom/bintkom jimla’/timla’

l-kwestjonarju, jekk jogħġobkom irritornaw il-kwestjonarju u l-formala ta’

kunsens vojta. Jekk tagħtu l-kunsens tagħkom, jekk jogħġbokom imlew il-

formola. Grazzi.

Jien, li qed niffirma hawn taħt qrajt l-ittra li tkopri u tispjega l-istudju kollu dwar

‘L-edukazzjoni inklussiva fil-livelli Għola Post-sekondarju u Terzjarju:

Esperjenza ta’ żgħażagħ b’diżabilità fiżika’ u sensorjali.

Jien, ____________________________ (jekk jogħġbok ikteb ismek b’ittri

kbar), nagħti l-kunsens tiegħi biex ibni/binti timla’ l-kwestjonarju.

_____________________ _____________________

Firma Data

Appendix 1

346

Indirizz

Indirizz elettroniku:

Telefown:

Mejju 7, 2012

Għażiż Student,

Fil-preżent qed niżviluppa studju fuq livell ta’ grad ta’ M.Phil/Ph.D. Dan l-istudju

jismu ‘L-edukazzjoni inklussiva fil-livelli Għola post-sekondarji u terzjarji:

Esperjenza ta’ żgħażagħ b’diżabilità fiżika u sensorjali’. L-ebda deni jew qerq

huwa involut f’dan l-istudju u kull parteċipant huwa liberu biex ma jipparteċipax,

ma jwiġibx xi mistoqsija jew jieqaf milli jipparteċipa fl-istudju f’kull ħin. Il-

parteċipanti huma mitluba biex iwieġbu b’mod onest. Jekk jogħġobkom

innutaw li l-informazzjoni se tintuża għal skopijiet ta’ riċerka biss u se jintużaw

ismijiet fittizji. Jiena marbuta biex insegwi l-Att Protezzjoni tad-Data.

Il-parteċipazzjoni tiegħek f’dan l-istudju hija hekk:

Fażi 1: Bħala student/a li tattendi skola sekondarja f’Form 4/Grad 11

jew Form 5/Grad 12, jekk jogħġbok imla l-kwestjonarju mehmuż u fi żmien

ġimgħa impustah fl-envelopp ipprovdut bl-indirizz tiegħi. Jekk inti tixtieq

tipparteċipa fit-tieni fażi (tfittxija narrattiva) tal-istudju, fil-kwestjonarju, int se

jkollok bżonn tidentifika ismek u tagħti n-numru tat-telefown tad-dar.

Fażi 2: It-tfittxija narrattiva tikkonsisti f’disa’ intervisti matul sentejn bil-

Malti jew bl-Ingliż. L-intervisti se jkunu dwar l-esperjenza u l-opinjonijiet tal-

ġurnata ta’ kuljum dwar l-edukazzjoni inklussiva fl-istituzzjoni edukattiva Għola

kemm post-sekondarja u anke possibilment terzjarja li tkun qed tattendi. Int se

jkollok id-dritt biex taqra u tikkummenta fuq it-traskrizzjoni tal-laqgħat.

Jekk ikollok xi problema jew għandek bżonn iktar informazzjoni, toqgħodx lura

milli tikkuntatjani. Grazzi għall-koperazzjoni tiegħek.

Dejjem tiegħek,

Liliana Marić B.Ed. M.Ed.

I.D.

Appendix 1

347

Kwestjonarju

Jekk jogħġbok immarka x fejn japplika.

Imla din il-kaxxa biss jekk bi ħsiebek tipparteċipa fit-tfittxija narrattiva ta’

dan l-istudju.

Isem: _____________________ Kunjom:

_____________________

Numru tat-telefown tad-dar: ______________________

Sezzjoni1: Informazzjoni Personali

1a) Form/Grad: _______ 1b. Età: _______

1b) Skola: _________________________________________________

1c) Ġeneru: Maskili Femminili

1d) Preferibbilment, jekk jogħġbok speċifika t-tip ta’ diżabilità li għandek?

_______________________________________________________

Aħseb fuq l-esperjenza tiegħek fl-iskola u kkummenta fuq is-sentenzi li ġejjin. Immarka l-varjabbli li jirrappreżenta s-sitwazzjoni tiegħek. Jekk jogħġbok innota li:

• ‘Mhux dejjem’ tirreferi għal xi sitwazzjoni li hi inkonsistenti per eżempju, tiffaċċja problem f’xi postijiet jew f’xi okkażżjonijiet.

• ‘Mhux applikabbli’ tirreferi għal xi sitwazzjoni li int għadek ma ltqajtx magħha jew ma teżistix fl-ambjent tiegħek jew ma tafx biha.

Sezzjoni 2: Aspetti ambjentali li jħaddnu edukazzjoni inklussiva

Iva Le Mhux

dejjem

Mhux

applikabbli

a) Jien indur il-postijiet ta’ ġewwa u ta’ barra fl-iskola indipendenti.

b) Jien nuża l-kmamar tal-banju faċilment.

c) Jien nuża l-faċilitajiet tal-isports faċilment.

d) Jien nista’ nuża l-klassijiet b’mod indipendenti.

e) Jien nidħol u noħroġ mis-sala tal-iskola faċilment.

f) Jien nidħol u noħroġ mill-kappella faċilment.

g) Jien nista’ nixtri mill-kantin tal-iskola.

h) Jien nista’ nuża l-librerija.

i) Jien nista’ indur il-kurituri b’mod faċli.

j) Jien niġi l-iskola bit-transport tal-iskola.

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348

k) Barra l-iskola għandna postijiet tal-ipparkjar riservati għal nies b’diżabilità.

l) Jien nemmen li l-ambjent tal-iskola jrid jiġi addattat għal bżonnijiet tiegħi.

m) L-ambjent huwa aċċessibbli għal persuni b’diżabilità viżwali.

n) L-ambjent huwa aċċessibbli persuni b’diżabilità tal-kelma u tas-smigħ.

o) L-ambjent huwa aċċessibbli għal persuni b’diżabilità fiżika.

Sezzjoni 3: Aspetti soċjali li jħaddnu l-edukazzjoni inklussiva

Iva Le Mhux

dejjem

Mhux

applikabbli

a) L-istaff huwa dħuli u ta’ għajnuna.

b) L-istaff jikkonsultani għal parir meta xi deċiżjoni li tkun se tittieħed tolqotni.

c) Jien inqatta’ l-ħin tal-brejk mal-ħbieb.

d) Jien nipparteċipa waqt xogħol fi gruppi.

e) Jien inħossni ta’ plus għall-komunità tal-iskola.

f) Jien inħossni ta’ piż għall-komunità tal-iskola.

g) Jien inħobb noħroġ mill-klassi għal xi lezzjonijiet privati.

h) Meta jkolli xi problem naf lejn min irrid nirrikorri.

i) Assistent/a ta’ Support għat-Tagħlim (LSA) igħini/tgħini fl-iskola.

j) Meta l-LSA jkun/tkun assenti, jien immur l-iskola xorta waħda.

k) Meta jien inkun assenti mill-iskola, xi ħabib/a iċċempilli/iċċempilli d-dar.

l) Jien nattendi l-ħarġiet tal-iskola.

m) Fl-iskola jien niġi bbuljat/a.

n) Jien konxju/a li huwa dritt tiegħi li nirċievi l-edukazzjoni fi skola normali ma’ student oħra.

Sezzjoni 4: Aspetti edukattivi li jħaddnu edukazzjoni inklussiva

Iva Le Mhux

dejjem

Mhux

applikabbli

a) Il-ġenituri tiegħi huma mitluba parir qabel ma’ xi deċiżjonijiet li jaffetwawni huma meħuda.

b) L-għalliema u l-LSA jikkoperaw flimkien.

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349

c) Il-ġenituri u l-LSA tiegħi jikkoperaw ma’ xulxin.

d) Jekk hemm bżonn, ix-xogħol tal-iskola huwa addattat għalija.

e) Fl-iskola jien nirċievi support minn għalliema speċjalizzati oħra minbarra l-għalliema tiegħi.

f) Jien mogħti xogħol li ma jippreferinix / jiddiskriminanix b’xi mod.

g) L-għalliema huma lesti li jiltaqgħu miegħi fuq bażi ta’ wieħed ma’ wieħed jekk ikolli xi diffikultà.

h) Jien nirċievi xi tifħira jew kastig bħal sħabi.

i) Meta jkolli bżonn apparat speċjali bħala għodda edukattiva, dan jiġi pprovdut mill-iskola.

j) L-għalliema jaċċettaw xogħol bil-mod l-iżjed insib faċli għalija.

k) Fl-iskola jien inħossni nista’ nilħaq l-għola potenzjal edukattiv tiegħi.

l) Għall-eżamijiet jien mogħti konċessjonijiet speċjali.

m) Jien insib l-eżamijiet iddisinjati skont il-bżonnijiet tiegħi.

n) Nippreferi li jkolli taħlita ta’ eżamijiet ta’ kitba, orali u ‘coursework’ milli eżamijiet ta’ kitba biss.

o) Jien naqbel li l-amministrazzjoni tal-iskola tinforma lill-għalliema tiegħi dwar il-bżonnijiet edukattivi speċjali tiegħi.

p) Fl-iskola għandna riżorsi ta’ tagħlim differenti bħal televiżjonijiet, kompjuters u faċilitajiet ta’ projezzjoni.

q) L-uniformi tal-iskola hija komda biex tilbisha u tneħħiha.

r) Jien naħseb li jkun aħjar għalija jekk nirċievi l-edukazzjoni fi skola speċjali.

s) Jien ġejt mistieden/mistiedna biex nipparteċipa f’laqgħa fejn programm edukattiv individwali (IEP) ġie żviluppat.

t) Jien se noqgħod għall-eżamijiet għaċ-Ċertifikat Edukattiv f’livell Secondarju (SEC).

u) L-iskola tgħini biex nipprepari l-karti neċessarji biex nakkwista konċessjonijiet għall-eżamijiet tas-SEC.

Sezzjjoni 5: Edukazzjoni Għola (Post-Sekodarja u Terzjarja) Wieġeb il-mistoqsijiet li ġejjin. 5a) Inti bi ħsiebek tkompli l-edukazzjoni tiegħek wara l-Form 5? Iva Le

Appendix 1

350

5b) Liema skola Post-Sekondarja tixtieqek tattendi?

________________________________________________________ 5c) Għaliex tixtieq tattendi din l-iskola?

________________________________________________________ 5d) X’taf dwar is-servizzi u l-faċilitajiet li din l-iskola toffri biex tgħinek tilħaq

l-għola potenzjal edukattiv?

________________________________________________________ 5e) Hemm xi skola oħra li inti tixtieq tattendi, imma għandek xi dubji dwarha?

Iva Le 5f) Liema skola hi?____________________________________________ 5g) X’qed jinkwetak dwar din l-iskola?

________________________________________________________ 5h) X’tifhem b’edukazzjoni inklussiva ta’ kwalità?

________________________________________________________ 5i) Skont int kif l-iskejjel Post-sekondarji u Terzjarji Maltin jistgħu jipprovdu

edukazzjoni inklussiva ta’ kwalità?

________________________________________________________ 5j) X’inhuma l-aspettazzjonijiet tiegħek dwar l-iskola li int tixtieq tattendi:

i) biex ikopru l-bżonnijiet edukattivi speċjali tiegħek?

________________________________________________________ ii) biex ikun hemm ambjent aċċessibbli? u

________________________________________________________

iii) jipprovdu ħajja soċjali tajba?

________________________________________________________

Kummenti oħra:

________________________________________________________ Addattat minn: Ministry of Education (2002). Creating Inclusive Schools –

Guidelines for the implementation of the National Curriculum Policy on

Inclusive Education. Sliema, MT: Salesian Press.

Appendix 2

351

Appendix 2 Participatory observation visit schedule

and list of sources used for the

documentary analysis

Appendix 2

352

Visit Schedule

Date: _______________

Institution:

________________________________________________________

Contact Person: _______________

Telephone: _______________

Email: ______________________________

Procedure:

1. Introduce myself and the goals of the research. Inform person that I will

write a report and send it back to him/her both for ethical reasons to

check that what was observed is true and to give an eye-opener how

the institution could improve its facilities for disabled persons.

2. Enquire about any documents/policies the institution has with regard to

inclusive education.

3. Enquire about the services and equipment available to assist teaching,

learning and assessment.

4. Ask permission to go around the premises, preferably accompanied.

Check if I can take photos which will not be published but will be taken

as part of the field notes.

5. Take field notes about the accessibility around the premises at the

following places: entrance, walking pathways in between blocks,

corridors, administration building, hall, chapel, rest rooms, lecture

rooms, library, labs, sports complex, study areas and canteen.

6. Write a report about what you’ve observed, give possible

recommendations and send it to the college.

7. Thank the person for making himself/herself available for me and for

giving me the opportunity to visit the place.

Appendix 2

353

Documents for documentary analysis

• Web sites of each participating institution.

• Giovanni Curmi Higher Secondary School Inclusive Education Entry

Guidelines 2010-2011.

• Giovanni Curmi Higher Secondary School Inclusive Education Policy.

• Institute of Tourism Studies Prospectus for full-time programmes 2011-

2012.

• Sir Michaelangelo Refalo Centre for Further Studies diary 2010-2011.

• University of Malta Disability Support Services and Examination Access

Arrangements 2009.

• The University of Malta Guidelines to MATSEC Examinations Access

Arrangements 2011.

Appendix 3

354

Appendix 3 Interview schedule for disabled young

people

Appendix 3

355

Address

Email:

Telephones:

June 22, 2013

Dear Sir/Madam,

I am carrying out research at M.Phil/Ph.D level entitled ‘Inclusive education in

Further (post-secondary) and Higher Education (tertiary): An experience of

youth with physical and sensory disability’. I would like to make an appointment

to interview you about your experience of inclusive education. This will enrich

the knowledge about the development of inclusive education in Malta. Your

feedback will contribute towards improving the present situation at our Post-

Secondary and Tertiary institutions. To analyse the interview better, I would

appreciate if you will give me your consent to audio-record the interview.

Please find enclosed the questions that I would like to ask you. If you are

interested to participate in this study, please send me an email or call me.

Thank you for your collaboration.

Yours sincerely,

Liliana Marić

Appendix 3

356

An unstructured interview with disabled students/ex-students who

attended Further and Higher educational institutions.

Questions:

1. What schools have you attended so far?

2. What were the barriers that you faced during your educational life

experiences? Examples of disabling barriers could be lack of

environmental access, negative attitudes from those around you; and

teaching methods that maybe were not suitable for you?

3. What were the enabling factors that facilitated learning?

4. What was your experience during the transition period between one school

and another and if applicable between school and employment?

5. Do you consider that the examination assessment methods to access the

examinations (if needed) were suitable enough for you?

6. What was the role of your friends, parents and teachers in your education?

7. Are you aware of any good practices or aspects that need improvement in

the Maltese Post-Secondary and Tertiary institutions?

8. Do you have any suggestions how the present system of inclusive

education in Malta with special reference to Post-secondary and Tertiary

levels can be improved?

9. Are you involved with disability activism and disability studies in Malta?

10. Do you know of other disabled persons who attended Post-secondary and

Tertiary institutions?

Appendix 3

357

Interviewee’s Consent Form

I, ____________________________ (please write your name in block letters),

the undersigned, give my consent to Ms. Liliana Marić, the researcher of the

study ‘Inclusive education in Further (post-secondary) and Higher Education

(tertiary): An experience of youths with physical and sensory disability’, to

audio-record the interview.

_____________________ _____________________

Signature Date

Appendix 3

358

Indirizz

Indirizz elettroniku:

Telefown:

Ġunju 22, 2013

Għażiż Sinjur/Sinjura,

Qegħda nagħmel riċerja f’livell ta’ M.Phil/Ph.D bl-isem ta’ ‘L-edukazzjoni

inklussiva fil-livelli għolja post-sekondarji u terzjarji: Esperjenza ta’ żgħażagħ li

huma b’diżabilità fiżika u sensorjali’. Nixtieq nagħmel appuntament miegħek

biex nintervistak dwar l-esperjenza tiegħek tal-edukazzjoni inklussiva. Dan se

jsaħħaħ l-għarfien dwar l-iżvilupp tal-edukazzjoni inklussiva f’Malta. Biex

nanalizza l-intervista aħjar, napprezza jekk tagħtini l-kunsens tiegħek biex

nirrekordja l-intervista b’sistema t’awdjo. Jekk jogħġbok sib mehmużin il-

mistoqsijiet li nixtieq insaqsik. Jekk inti interessat/a li tipparteċipa f’dan l-istudju,

jekk jogħġbok ibagħtli posta elettronika jew ċempilli. Grazzi għall-

kollaborazzjoni tiegħek.

Dejjem tiegħek,

Liliana Marić

Appendix 3

359

Intervista semi-strutturata ma’ studenti/ex-studenti b’diżabilità li

attendew skejjel ta’ livell Għola u Terzjarju.

Mistoqsijiet:

1. Xi skejjel attendejt s’issa?

2. X'kienu l-barrieri li inti ffaċċjajt waqt il-ħajja edukattiva tiegħek? Eżempju ta' barrieri jistgħu ikun nuqqas ta' aċċess fiżiku, attitudnijiet negattivi minn ta' madwarek, u modi ta' tagħlim li forsi ma kienux jgħoddu għalik.

3. X’kienu l-fatturi li ffaċilitawlek it-tagħlim?

4. X’kienet l-esperjenza tiegħek waqt it-transizzjoni bejn skola u oħra u jekk

applikabbli bejn l-iskola u l-impieg?

5. Taħseb li l-metodi t'assessjar u l-arranġamenti għall-aċċess għall-

eżamijiet (jekk kien hemm bżonnhom) kienu addattati biżżejjed għalik?

6. X’kien l-irwol ta’ sħabek, ġenituri u għalliema fl-edukazzjoni tiegħek?

7. Inti taf b’xi eżempji ta’ prattika jew aspetti li għandhom bżonn jittejbu fl-

istituzzjonijiet Post-Sekondarji u Terzjarji Maltin?

8. Għandek xi suġġerimenti kif is-sistema preżenti tal-edukazzjoni

inklussiva f’Malta b’referenza speċjali għal-livelli Post-Sekondarji u

Terzjarji jistgħu jittejbu?

9. Inti nvolut/a fil-qasam ta’ attiviżmu fid-diżabilità u studji fid-diżabilità

f’Malta?

10. Taf b’xi persuni diżabbli oħra li attendew istituzzjonijiet Post-sekondarji

u Terzjarji?

Appendix 3

360

Formola ta’ Kunsens tal-Intervistat

Jien, ____________________________ (jekk jogħġbok ikteb ismek b’ittri

kbar), li qed niffirma hawn taħt, nagħti l-kunsens tiegħi lil Ms. Liliana Marić, ir-

riċerkatriċi tal-istudju ‘L-edukazzjoni inklussiva fil-livelli għolja post-sekondarji u

terzjarji: Esperjenza ta’ żgħażagħ li huma b’diżabilità fiżika u sensorjali’, biex

tirrekordja l-intervista b’sistema t’awdjo.

_____________________ _____________________

Firma Data

Appendix 4

361

Appendix 4 Interview schedule for academics and

representatives in the disability

and education sectors

Appendix 4

362

Address

Email:

Telephones:

April 29, 2013

Dear Sir/Madam,

I am carrying out research at M.Phil/Ph.D level entitled ‘Inclusive education in

Further (post-secondary) and Higher Education (tertiary): An experience of

youths with physical and sensory disability’. I would like to make an

appointment with you to interview you. Your information will enrich the

knowledge about the development of inclusive education in Malta. To analyse

the interview better, I would appreciate if you will give me your consent so that

I audio-record the interview. Please find enclosed the questions that I would

like to ask you. Thank you for your collaboration.

Yours sincerely,

Liliana Marić

Appendix 4

363

Interview Schedule

(A semi-structured interview with academics, and representatives of

entities related to the disability and inclusive education sectors)

Questions:

11. What is or what was your role with regard to inclusive education in Malta?

12. What is or what was your role with regard to disability activism and disability

studies in Malta?

13. What is or what was your role with regard to public education and policy-

making in favour of inclusive education of disabled students?

14. Can you identify some of the challenges and limitations that you faced over

the years with regard to inclusive education of disabled persons?

15. According to you what were the major milestones that developed in our

society with regard to the provision of inclusive education of disabled

persons?

16. What is your opinion about today’s implementation of inclusive education

of disabled persons in Malta?

17. Are you aware of any good practices or aspects that need improvement in

the Maltese Post-Secondary schools and University?

18. Do you have any suggestions how the present system of inclusive

education in Malta with special reference to Further and Higher educational

levels can be ameliorated?

19. How do you consider inclusive education of disabled persons in Malta when

compared to other countries?

20. Do you know of other persons who have contributed towards inclusive

education of disabled persons in Malta?

Appendix 4

364

Interviewee’s Consent Form

I, ____________________________ (please write your name in block letters),

the undersigned, give my consent to Ms. Liliana Marić, the researcher of the

study ‘Inclusive education in Further (post-secondary) and Higher Education

(tertiary): An experience of youths with physical and sensory disability’, to

audio-record the interview.

_____________________ _____________________

Signature Date

Appendix 4

365

Indirizz

Indirizz elettroniku:

Telefown:

April 29, 2013

Għażiż Sur/Sinjura,

Qegħda nagħmel riċerka f’livell ta’ M.Phil/Ph.D bl-isem ta’ ‘L-edukazzjoni

inklussiva fil-livelli għolja post-sekondarji u terzjarji: Esperjenza ta’ żgħażagħ li

huma b’diżabilità fiżika u sensorjali’. Nixtieq nagħmel appuntament miegħek

biex nintervistak. L-informazzjoni tiegħek se ssaħħaħ l-għarfien dwar l-iżvilupp

tal-edukazzjoni inklussiva f’Malta. Biex nanalizza l-intervista aħjar, napprezza

jekk tagħtini l-kunsens tiegħek biex nirrekordja l-intervista b’sistema t’awdjo.

Jekk jogħġbok sib mehmużin il-mistoqsijiet li nixtieq insaqsik. Grazzi għall-

kollaborazzjoni tiegħek.

Dejjem tiegħek,

Liliana Marić

Appendix 4

366

Skeda tal-Intervista

(Intervista ma’ akkademiċi, u rappreżentanti ta’ entitajiet relatati mas-

setturi tad-diżabilità u l-edukazzjoni inklussiva)

Mistoqsijiet:

1. X’inhu jew x’kien l-irwol tiegħek fil-qasam ta’ edukazzjoni inklussiva

f’Malta?

2. X’inhu jew x’kien l-irwol tiegħek fil-qasam ta’ attiviżmu fid-diżabilità u studji

fid-diżabilità f’Malta?

3. X’inhu jew x’kien l-irwol tiegħek rigward l-edukazzjoni pubblika u tfassil ta’

politika favur l-edukazzjoni inklussiva ta’ studenti diżabbli?

4. Tista’ tidentifika xi sfidi u limitazzjonijiet li int tħabat magħhom matul is-snin

dwar l-edukazzjoni inklussiva ta’ persuni diżabbli?

5. Skont int x’kienu l-iżviluppi maġġuri fis-soċjetà tagħna fil-provvista ta’

edukazzjoni inklussiva ta’ persuni diżabbli?

6. X’inhi l-opinjoni tiegħek dwar kif illum qed tiġi implimentata l-edukazzjoni

inklussiva ta’ persuni diżabbli f’Malta?

7. Inti taf b’xi sistemi tajbin jew aspetti li għandhom jittejbu fl-iskejjel Post-

Sekondarji u fl-Università ta’ Malta?

8. Għandek xi suġġerimenti kif is-sistema preżenti tal-edukazzjoni inklussiva

f’Malta speċjalment fil-livelli ta’ edukazzjoni Għola tista’ tittejjeb?

9. Kif tikkonsidra l-edukazzjoni inklussiva ta’ persuni diżabbli f’Malta meta

mqabbla ma’ pajjiżi barranin?

10. Taf b’xi persuni oħra li taw sehemhom għall-edukazzjoni inklussiva tal-

persuni diżabbli f’Malta?

Appendix 4

367

Formola ta’ Kunsens tal-Intervistat

Jien, ____________________________ (jekk jogħġbok ikteb ismek b’ittri

kbar), li qed niffirma hawn taħt, nagħti l-kunsens tiegħi lil Ms. Liliana Marić, ir-

riċerkatriċi tal-istudju ‘L-edukazzjoni inklussiva fil-livelli għolja post-sekondarji u

terzjarji: Esperjenza ta’ żgħażagħ li huma b’diżabilità fiżika u sensorjali’, biex

tirrekordja l-intervista b’sistema t’awdjo.

_____________________ _____________________

Firma Data

Appendix 5

368

Appendix 5 Interview schedule for administrators

Appendix 5

369

Address

Email:

Telephones:

April 16, 2013

Dear Sir/Madam,

I am carrying out research at M.Phil/Ph.D level entitled ‘Inclusive education in

Further (post-secondary) and Higher Education (tertiary): An experience of

youth with physical and sensory disability’. I would like to make an appointment

to interview you about your experience and opinion as an administrator with

regard to inclusive education. This will enrich the knowledge about the

development of inclusive education in Malta and Gozo. Your feedback will

contribute towards improving the present situation at our Post-Secondary and

Tertiary institutions. To analyse the interview better, I would appreciate if you

will give me your consent to audio-record the interview. Please find enclosed

the questions that I would like to ask you. Thank you for your collaboration.

Yours sincerely,

Liliana Marić

Appendix 5

370

Interview to Administrators

Questions:

1.1 According to you to what extent are the local post-secondary and tertiary

institutions implementing inclusive education?

1.2 What has been achieved and what are your suggestions so that the

quality of inclusive education in the Maltese educational institutions

would be ameliorated?

2.1 Do you think that this institution is providing education with equal

opportunities for all?

2.2 Do you consider that inclusive education is a right of all students?

3.1 Do you think that the institution should adapt to the educational needs

of the students or the students should adapt to the institution’s system?

3.2 From your experience in education, do you think that all students benefit

from inclusive education? Can you explain how students with a physical

and sensory disability and without a disability develop in an inclusive

system?

4.1 What environmental factors are present or need to be provided in this

institution to be more accessible to persons with physical and sensory

disability?

4.2 What social aspects are present or need to be considered in order to

avoid exclusion and marginalisation of persons with a physical and

sensory disability in an educational institution?

4.3 What educational provisions are present or need to be developed so

that educational institutions provide quality inclusive education?

5.1 What type of assessment methods do you think are most appropriate to

persons with physical/sensory disability? What provisions tend to be

provided at this institution?

6.1 What role do parents have at post-secondary and tertiary levels of

education?

6.2 What type of collaboration should exist between administration,

lecturers, parents and other bodies to help youth in their transition

between schooling and employment?

7.1 Should the system provide training how lecturers can implement

inclusive education to meet the different students’ needs?

7.2 Should the system include evaluative exercises with lecturers to ensure

quality and accountability?

Appendix 5

371

Administrators’ Consent Form

I, ____________________________ (please write your name in block letters),

the undersigned, give my consent to Ms. Liliana Marić, the researcher of the

study ‘Inclusive education in Further (post-secondary) and Higher Education

(tertiary): An experience of youths with physical and sensory disability’, to

audio-record the interview.

_____________________ _____________________

Signature Date

Appendix 5

372

Indirizz

Indirizz elettroniku:

Telefown:

April 16, 2013

Għażiż Sinjur/Sinjura,

Qegħda nagħmel riċerka f’livell ta’ M.Phil/Ph.D bl-isem ta’ ‘L-edukazzjoni

inklussiva fil-livelli għolja post-sekondarji u terzjarji: Esperjenza ta’ żgħażagħ li

huma b’diżabilità fiżika u sensorjali’. Nixtieq nagħmel appuntament miegħek

biex nintervistak dwar l-esperjenza u l-opinjoni tiegħek dwar l-edukazzjoni

inklussiva. Dan se jsaħħaħ l-għarfien dwar l-iżvilupp tal-edukazzjoni inklussiva

f’Malta. Biex nanalizza l-intervista aħjar, napprezza jekk tagħtini l-kunsens

tiegħek biex nirrekordja l-intervista b’sistema t’awdjo. Jekk jogħġbok sib

mehmużin il-mistoqsijiet li nixtieq insaqsik. Grazzi għal kollaborazzjoni tiegħek.

Dejjem tiegħek,

Liliana Marić

Appendix 5

373

Intervista lill-Amministraturi

Mistoqsijiet

1.1 Skont int f’liema limitu l-istituzzjonijiet lokali post-sekondarji u terzjarji

qed jimplimentaw l-edukazzjoni inklussiva?

1.2 X’intlaħaq u x’suggerimenti għandek biex il-kwalità tal-edukazzjoni

inklussiva fl-istituzzjonijiet edukattivi Maltin tittejjeb?

2.1 Taħseb li din l-istituzzjoni qed tipprovdi edukazzjoni b’opportunitajiet

indaqs għal kulħadd?

2.2 Inti tikkonsidra li l-edukazzjoni inklussiva hija dritt għall-istudenti kollha?

3.1 Taħseb li l-istituzzjoni għandha taddatta għall-bżonnijiet speċjali tal-

istudenti jew l-istudenti għandhom jaddattaw għas-sistema tal-

istituzzjoni?

3.2 Mill-esperjenza tiegħek fl-edukazzjoni, taħseb li l-istudenti kollha

jibbenefikaw minn edukazzjoni inklussiva? Tista’ tispjega kif studenti

b’diżabilità fiżika u sensorjali u bla diżabilità jiżviluppaw aħjar f’sistema

inklussiva?

4.1 X’fatturi ambjentali hemm preżenti jew hemm bżonn li jiġu pprovduti biex

din l-istituzzjoni tkun iżjed aċċessibbli għal persuni b’diżabilità fiżika u

sensorjali ?

4.2 X’aspetti soċjali hemm preżenti jew hemm bżonn li jiġu kkonsidrati biex

tiġi evitata esklużjoni u imarġinalizzazzjoni ta’ persuni b’diżabilità fiżika

u sensorjali f’istituzzjonijiet edukattivi?

4.3 X’proviżjonijiet edukattivi hemm preżenti jew hemm bżonn li jiġu

żviluppati biex istituzzjonijiet edukattivi jipprovdu edukazzjoni inklussiva

ta’ kwalità?

5.1 X’metodi t’assessjar taħseb li huma l-iżjed addattati għal persuni

b’diżabilitajiet fiżiċi/sensorjali? Xi proviżjonijiet jiġu mogħtija f’din l-

istituzzjoni?

6.1 Xi rwol ghandhom il-ġenituri fil-livelli t’edukazzjoni post-sekondarji u

terzjarji?

6.2 X’tip ta’ kollaborazzjoni għandha teżisti bejn l-amministraturi, l-

għalliema, l-ġenituri u korpi oħra biex jgħinu liż-żgħażagħ fit-transizzjoni

bejn l-iskola u x-xogħol?

7.1 Is-sistema għandha tinkludi taħriġ fuq kif l-għalliema jistgħu

jimplimentaw l-edukazzjoni inklussiva biex ikopru l-bżonnijiet differenti

tal-istudenti?

7.2 Is-sistema għandha tinkludi evalwazzjoni mal-għalliema biex tassigura

kwalità u responsabbilità?

Appendix 5

374

Formola ta’ Kunsens tal-Amministraturi

Jien, ____________________________ (jekk jogħġbok ikteb ismek b’ittri

kbar), li qed niffirma hawn taħt, nagħti l-kunsens tiegħi lil Ms. Liliana Marić, ir-

riċerkatriċi tal-istudju ‘L-edukazzjoni inklussiva fil-livelli għolja post-sekondarji u

terzjarji: Esperjenza ta’ żgħażagħ li huma b’diżabilità fiżika u sensorjali’, biex

tirrekordja l-intervista b’sistema t’awdjo.

_____________________ _____________________

Firma Data

Appendix 6

375

Appendix 6 Focus groups schedule

Appendix 6

376

Lecturers’ Focus Group Schedule

Address

Email:

Telephone:

Nobember 2, 2013

Dear Lecturer,

Presently I am conducting a study for my M.Phil/Ph.D degree. The study is

about ‘Inclusive education in Further (post-secondary) and Higher Education

(tertiary): An experience of youth with physical and sensory disability’. It

involves various research methods and one research method is linked to

another. The scope of this study is to investigate the experience of disabled

youth with physical and/or sensory impairment and the possible existent

environmental, social and educational disabling barriers/enabling

environments that contribute to quality inclusive education at local institutions.

One of the research methods of this study involves the development of a focus

group of educators who have taught at least one student with a physical and/or

sensory disability at Further and Higher educational levels. The educators will

be asked to share their experiences and opinions about quality inclusive

education. The focus group is aimed at empowering participants to voice

themselves about local inclusive education with reference to inclusion of

persons with physical and sensory disabilities. The participants’ shared

experiences and opinions will provide qualitative data about quality inclusive

education in Malta at Further and Higher educational levels.

Participants would be encouraged to be reflective on disability discourse. The

discussion will also explore the environmental, social and educational disabling

barriers/enabling contexts present in our institutions. The role of educators in

training youth for Further education and employment will be examined vis-à-vis

essential training that might be necessary to help lecturers cope with different

demands. Nonetheless participants would be given the opportunity to air their

views on developing a conceptual framework with regard to quality inclusive

education at local Further and Higher educational institutions. Many Maltese

youth and educators can benefit from this study thanks to the willingness and

collaboration of all informants who will participate in it.

This study places informants at the centre for the development of knowledge,

however, no harm and deception are involved in this study and all participants

Appendix 6

377

are free not to participate, not to answer any question or stop in participating in

this study at any given time. Those who participate are requested to answer in

an honest way so that the research on inclusive education will be valid and

reflect the true experiences of different stakeholders. This is essential since

the provision of quality inclusive education is a human right to all. However, to

create change, it is crucial that those who are in touch with inclusive education

in our institutions will evaluate our present situation and give possible

suggestions. I shall now explain the research in detail where you as a lecturer

could be involved. Henceforth I will be in giving you a clear idea of my

intentions and plan of the study. Please note that information will be used for

research purposes only and fictitious names will be used. I am also bound to

abide with the Data Protection Act, Chapter 440, ACT XXVI of 2001, as

amended by Act XXXI of 2002 as indicated below:

16. (1) Sensitive personal data may be processed for research and statistics purposes, provided that the processing is necessary as stipulated in article 9(e). (e) processing is necessary for the performance of an activity that is carried out in the public interest or in the exercise of official authority vested in the controller or in a third party to whom the data is disclosed

[http://ec.europa.eu/justice/policies/privacy/docs/implementation/malta

_en.pdf]

On voluntary basis, I am requesting your collaboration as well as that of a

number of lecturers from different Further educational institutions in Malta and

Gozo. Should you be interested in participating, within two weeks from

receiving this letter, please either forward me the enclosed consent form

electronically or send me the consent form by post. In all, I will select ten

participants to take part in a discussion meeting which will be held once for

about one to two hours at a central place in Malta. The reason for the selection

is because I am looking for a representative from each local institution and

ideally, I would have equal gender distribution. When it is time that I will

develop this research method, I shall contact you via an email or telephone. I

will inform you whether you were chosen to form part of this focus group.

I thank you for your collaboration and I augur that this research will also be

enriching to you. While looking forward to receive a positive reply, I remain,

Yours sincerely,

Liliana Marić B.Ed. (Hons.) M.Ed.

Appendix 6

378

Lecturers’ Focus Group Consent Form

I, ____________________________ (please write your name in block letters),

the undersigned, accept to be a participant in the focus group. I give my

consent to Ms. Liliana Marić, the researcher of the study ‘Inclusive education

in Further (post-secondary) and Higher Education (tertiary): An experience of

youth with physical and sensory disability’, to use any information that I provide

for research purposes only. I also agree that the meeting will be audio-

recorded.

Email address: _____________________________

Telephone number: _____________________________

Gender: _____________________________

Educational institution where I teach: _____________________________

Experience in teaching persons with disability: ________________________

______________________________________________________________

_____________________ _____________________

Signature Date

Appendix 6

379

Indirizz

Indirizz elettroniku:

Telefown:

Novembru 2, 2013

Għażiż Għalliem/a,

Fil-preżent qed niżviluppa studju fuq livell ta’ grad ta’ M.Phil/Ph.D. Dan l-istudju

huwa dwar ‘L-edukazzjoni inklussiva fil-livelli għola post-sekondarji u terzjarji:

Esperjenza ta’ żgħażagħ b’diżabilità fiżika u sensorjali’. Dan jinvolvi metodi ta’

riċerka differenti u kull metodu ta’ riċerka huwa marbut ma’ ieħor. L-iskop ta’

dan l-istudju huwa biex ninvestiga l-esperjenza ta’ żgħażagħ b’diżabilità fiżika

u/jew sensorjali u dwar il-possibilità ta’ limitazzjonijiet/possibilitajiet li jeżistu

ambjentali, soċjali u edukattivi li jikkontribwixxu għal edukazzjoni inklussiva ta’

kwalità fl-istituzzjonijiet lokali.

Wieħed mill-mezzi tar-riċerka ta’ dan l-istudju huwa l-iżvilupp ta’ grupp fokus

t’edukaturi li se jikkomunika b’mezz elettroniku. Dawn l-edukaturi jridu għal

inqas ikunu għallmu student/a wieħed/waħda b’diżabilità fiżika u/jew sensorjali

f’livell t’edukazzjoni għoli. L-edukaturi se jiġu mitluba biex jaqsmu l-esperjenzi

u l-opinjonijiet tagħhom dwar l-edukazzjoni inklussiva ta’ kwalità. L-għan tal-

grupp fokus huwa biex jagħti iżjed setgħa lill-parteċipanti biex isemmgħu

leħinhom dwar l-edukazzjoni inklussiva lokali b’referenza għall-inklużjoni

b’diżabilità fiżika u sensorjali. L-esperjenzi u l-opinjonijiet tal-parteċipanti se

jipprovdu data kwalitattiva dwar l-edukazzjoni inklussiva ta’ kwalità f’Malta fil-

livelli t’edukazzjoni għola.

Il-parteċipanti se jkunu nkoraġġati biex ikun riflessivi fuq id-diskors dwar id-

diżabilità. Id-diskussjoni se tesplora wkoll il-barrieri jew il-possibilitajiet t’aċċess

ambjentali, soċjali w edukattivi li huma preżenti fl-istituzzjonijiet tagħna. L-irwol

tal-edukaturi biex iħarrġu ż-żgħażagħ biex ikomplu jistudjaw jew imorru jaħdmu

se jiġi studjat meta mqabbel mal-istħarriġ li jista’ jkun meħtieġ għall-għalliema

biex ikopru mal-bżonnijiet differenti tal-istudenti. Madanakollu l-parteċipanti se

jingħataw l-opportunità biex jaqsmu l-ħsibijiet tagħhom għal żvilupp ta’ kunċett

bi pjan dwar l-edukazzjoni inklussiva ta’ kwalità fl-istituzzjonijiet edukattivi

għola. Ħafna żgħażagħ u edukaturi se jibbenefikaw minn dan l-istudju grazzi

għar-rieda tajba u kollaborazzjoni ta’ kull informant li jipparteċipa fih.

Dan l-istudju jpoġġi l-informaturi fiċ-ċentru għall-iżvilupp ta’ tagħrif,

madanakollu l-ebda deni jew qerq huwa nvolut f’dan l-istudju u kull parteċipant

huwa liberu biex ma jipparteċipax, ma jweġibx xi mistoqsija jew jieqaf milli

Appendix 6

380

jipparteċipa fl-istudju f’kwalinkwa ħin. Dawk li jipparteċipaw huma mitluba biex

iwieġbu b’mod onest biex ir-riċerka tkun valida u tirrifletti l-vera esperjenza tal-

partijiet interessanti fil-qasam tal-edukazzjoni inklussiva. Dan huwa essenzjali

għax il-proviżjoni t’edukazzjoni inklussiva ta’ kwalità huwa dritt uman għal

kulħadd. Madankollu, biex tinħoloq bidla, huwa kruċjali li dawk li għandhom

x’jaqsmu ma’ l-edukazzjoni inklussiva fl-istituzzjonijiet tagħna jevalwaw is-

sitwazzjoni preżenti u jagħtu s-suġġerimenti possibli tagħhom. F’dak li se

nikteb hawn taħt juri l-proċess tal-istudju kollu fid-dettall fejn int bħala għalliem/a

tista’ tkun involut/a. Dan qed iseħħ biex nagħtikom idea ċara tal-intenzjonijiet

u pjan tal-istudju. Jekk jogħġobkom innutaw li l-informazzjoni se tintuża għal

skopijiet ta’ riċerka biss u se jintużaw ismijiet fittizji. Jiena marbuta wkoll biex

inkun konformi mal-Att Protezzjoni tad-Data, Kapitlu 440, ATT XXVI ta’ 2001,

kif emendat bl-Att XXXI ta’ 2002 hekk kif indicat hawn taħt:

16. (1) Sensitive personal data may be processed for research and statistics purposes, provided that the processing is necessary as stipulated in article 9(e). (e) processing is necessary for the performance of an activity that is carried out in the public interest or in the exercise of official authority vested in the controller or in a third party to whom the data is disclosed [http://ec.europa.eu/justice/policies/privacy/docs/implementation/malta_

en.pdf]

Fuq bażi volontarja, qed nitlob il-kollaborazzjoni tiegħek u ta’ numru ta’

għalliema minn istituzzjonijiet edukattivi għola differenti f’Malta u Għawdex.

Jekk tkun interessat/a li tipparteċipa, fi żmien ta’ ġimagħtejn milli tirċievi din l-

ittra, jekk jogħġbok jew ibgħatli l-formola ta’ kunsens mehmuża ma’ din l-ittra

fuq l-indirizz elettroniku jew inkella ibgħathieli bil-posta. B’kollox jien ser

nagħżel għaxar parteċipanti biex jieħdu sehem f’laqgħa ta’ diskussjoni li se

sseħħ darba għal madwar siegħa jew sagħtejn f’post ċentrali f’Malta. Ir-raġuni

għal din l-għażla hija għaliex qed infittex rappreżentattiv minn kull istituzzjoni

lokali w idealment ikolli distribuzzjoni ta’ ġeneru ugwali. Meta jkun il-waqt li jien

niżviluppa din ir-riċerka, jien se nikkuntattjak b’posta elettronika jew bit-

telefown. Jien se ninfurmak jekk inti ġejtx magħżul/a biex tifforma parti minn

dan il-grupp fokus.

Nirringrazzjak għall-kollaborazzjoni tiegħek u nawgura li din ir-riċerka

tarrikkixxik ukoll. Filwaqt li nħares ’l quddiem biex nirċievi tweġiba pożittiva,

nselli għalik.

Dejjem tiegħek,

Liliana Marić B.Ed. (Hons.) M.Ed.

Appendix 6

381

Formola ta’ Kunsens tal-Għalliema Grupp Fokus

Jien, ____________________________ (jekk jogħġbok ikteb ismek b’ittri

kbar), li qed niffirma hawn taħt, naċċetta biex inkun wieħed/waħda mill-

parteċipanti fil-grupp fokus fuq. Jien nagħti l-kunsens tiegħi lil Ms. Liliana Marić,

ir-riċerkatriċi tal-istudju ‘L-edukazzjoni inklussiva fil-livelli għola post-sekondarji

u terzjarji: Esperjenza ta’ żgħażagħ b’diżabilità fiżika u sensorjali’, biex tuża l-

informazzjoni li nipprovdi għal użu ta’ riċerka biss. Jien ukoll naċċetta li l-laqgħa

ta’ diskussjoni tiġi rrekordjata b’sistema t’awdjo.

Indirizz elettroniku: _____________________________

Telefown: _____________________________

Ġeneru: _____________________________

Istituzzjoni edukattiva fejn ngħallem: ________________________

Esperjenza li ngħallem persuni b’diżabilità: ________________________

______________________________________________________________

_____________________ _____________________

Firma Data

Appendix 6

382

Lecturers’ Focus Group

Procedure

• Contact informants on the email address they provided on consent forms,

present myself and thank participants for their acceptance in forming part

of this focus group. Inform them whether they have been selected for the

focus group or not.

• Send the questions that will be discussed during the discussion meeting.

• Identify venue and a tentative date for the meeting.

• At the end of the research, thank everyone for their contribution and

collaboration.

Email for the selected participants:

Dear participants,

I thank you for accepting in participating in the research ‘Inclusive education in

Further (post-secondary) and Higher Education (tertiary): An experience of

youth with physical and sensory disability’. I am happy to inform you that you

were selected for the focus group.

I would like to remind you that you are free not to comment about an issue, or

to give a different opinion from the rest of the group or to stop participating in

the activity. Moreover, feel free to comment in Maltese or English.

Enclosed to this email please find the questions that we shall be discussing.

The venue for the activity will be at ________________________________

and the tentative date is ____________________________ at __________

hours.

While I wish that this activity will be fruitful, I remain,

Yours sincerely,

Liliana Marić

Appendix 6

383

Grupp Fokus tal-Għalliema

Proċedura

• Nikkuntatja l-informanti fuq l-indirizz elettroniku li huma tawni fil-formoli ta’

kunsens, nippreżenta ruħi u nirringrazzja l-parteċipanti talli aċċettaw li

jiffurmaw parti minn dan il-grupp fokus. Ninfurmhom jekk intgħażlux għal

grupp fokus jew le.

• Nibgħat il-mistoqsijiet li se jiġu diskussi fil-laqgħa ta’ diskussjoni.

• Nidentifika l-post u data tentattiva tal-laqgħa.

• Fl-aħħar tar-riċerka, nirringrazzja lil kulħadd għall-kontribuzzjoni u

kollaborazzjoni.

L-ewwel posta elettronika lill-parteċipanti li ġew magħżula:

Għeżież parteċipanti,

Nirringrazzjakom talli aċċettajtu biex tipparteċipaw f’din ir-riċerka ‘L-

edukazzjoni inklussiva fil-livelli għola post-sekondarji u terzjarji: Esperjenza ta’

żgħażagħ b’diżabilità fiżika u sensorjali’. Bi pjaċir ninfurmak li ġejt magħżul/a

għall-grupp fokus.

Nixtieq infakkarkom li intkom liberi biex ma tikkummentawx dwar xi suġġett, jew

tagħtu opinjoni differenti mill-bqija tal-grupp jew li tieqfu milli tipparteċipaw f’din

l-attività. Barra minn hekk kunu liberi biex tikkummentaw bil-Malti jew bl-Ingliż.

Mehmuża ma’ din il-posta elettronika jekk jogħġbok sib il-mistoqsijiet li se

niddiskutu. Il-post għal din l-attività se jkun ____________________________

u d-data tentattiva hi __________________________ fil- __________ sigħat.

Filwaqt li nispera li l-attività tħalli l-frott mistenni,

Dejjem tagħkom,

Liliana Marić

Appendix 6

384

Email for the participants that were not selected:

Dear participants,

I thank you for accepting in participating in the research ‘Inclusive education in

Further (post-secondary) and Higher Education (tertiary): An experience of

youth with physical and sensory disability’. I would like to inform you that you

were not selected for the lecturers’ focus group.

Yours sincerely,

Liliana Marić

Posta elettronika lill-parteċipanti li ma ġewx magħżula:

Għeżież parteċipanti,

Nirringrazzjakom talli aċċettajtu li tipparteċipaw fir-riċerka ‘L-edukazzjoni

inklussiva fil-livelli għola post-sekondarji u terzjarji: Esperjenza ta’ żgħażagħ

b’diżabilità fiżika u sensorjali’. Nixtieq ninfurmak li ma ġejtx magħżul/a għall-

grupp fokus tal-għalliema.

Dejjem tiegħek,

Liliana Marić

Appendix 6

385

Focus Group Schedule

Introduction: Introduction to the study and how the session would be

developed.

1. Could you please introduce yourselves by saying who you are and where

do you teach?

Theme 1: Lecturers’ experience of inclusive education and lecturers’

opinion about disability discourse.

1. Do you think that you are providing education with equal opportunities for

all?

2. Do you consider that inclusive education is a right of all students?

3. Do you think that you as educators should adapt to the special needs of

the students or the students should adapt to your system?

4. From your experience in teaching youth with physical/sensory disabilities,

do you think that all students benefit from inclusive education?

Theme 2: Disabling barriers/enabling contexts.

1. From your experience, what environmental factors are present or need to

be provided in order to make our local institutions more accessible to

persons with disabilities?

2. From your experience, what social aspects are present or need to be

considered in order to avoid exclusion and marginalisation of persons with

a disability in an educational institution?

3. From your experience, what educational provisions are present or need to

be developed in order for each educational institution to provide quality

inclusive education?

Theme 3: Lecturers’ role during transition period between schooling and

employment.

1. What type of assessment methods do you think are most appropriate to

persons with physical/sensory disabilities?

2. What type of collaboration should exist between lecturers and other bodies

to help youth in their transition between schooling and employment?

Theme 4: Developing a conceptual framework.

1. What are your suggestions so that the local post-secondary and tertiary

institutions would provide quality inclusive education?

2. Should the system provide training how lecturers can implement inclusive

education to meet the different students’ needs?

3. Should the system include evaluative exercises with lecturers to ensure

quality and accountability?

Appendix 6

386

Conclusion:

1. To conclude, what are the main aspects that need to be addressed to

improve the quality of inclusive education at further and higher educational

levels?

2. Is there something else that you would like to add?

Appendix 6

387

Skeda tal-Grupp Fokus

Introduzzjoni: Introduzzjoni għall-istudju u kif din is-sezzjoni se tiġi żviluppata.

1. Tistgħu jekk jogħġobkom tintroduċu lilkom infuskom billi tgħidu intkom min

intkom u fejn tgħallmu?

Tema 1: L-esperjenzi tal-għalliema tal-edukazzjoni inklussiva u l-opinjoni

tal-għalliema dwar diskors fuq id-diżabilità.

1. Taħsbu li intkom qed tipprovdu edukazzjoni b’opportunitajiet indaqs għal

kulħadd?

2. Intkom tikkonsidraw li l-edukazzjoni inklussiva hija dritt għall-istudenti

kollha?

3. Taħsbu li intkom bħala edukaturi għandkom taddattaw għall-bżonnijiet

speċjali tal-istudenti jew l-istudenti għandhom jaddattaw għas-sistema

tagħkom?

4. Mill-esperjenzi tagħkom li tgħallmu żgħażagħ b’diżabilitajiet fiżiċi/sensorjali,

taħsbu li l-istudenti kollha jibbenefikaw minn edukazzjoni inklussiva?

Tema 2: Il-Barrieri li jillimitaw l-aċċess/ kuntesti li joħolqu aċċess.

1. Mill-esperjenzi tagħkom x’fatturi ambjentali hemm preżenti jew hemm

bżonn li jiġu pprovduti biex nagħmlu l-istituzzjonijiet lokali iżjed aċċessibbli

għall-persuni b’diżabilità?

2. Mill-esperjenzi tagħkom x’aspetti soċjali hemm preżenti jew hemm bżonn li

jiġu kkonsidrati biex tiġi evitata esklużjoni u imarġinalizzazzjoni ta’ persuni

b’diżabilità f’istituzzjonijiet edukattivi?

3. Mill-esperjenzi tagħkom xi proviżjonijiet edukattivi hemm jew hemm bżonn

li jiġu żviluppati biex kull istituzzjoni edukattiva tipprovdi edukazzjoni

inklussiva ta’ kwalità?

Tema 3: L-irwol tal-għalliema matul it-transizzjoni bejn l-iskola u x-xogħol.

1. X’metodi t’assessjar taħsbu li huma l-iżjed addattati għall-persuni

b’diżabilitajiet?

2. X’tip ta’ kollaborazzjoni għandha teżisti bejn l-għalliema u korpi oħra biex

jgħinu liż-żgħażagħ fit-transizzjoni bejn l-iskola u x-xogħol?

Tema 4: Niżviluppaw pjan kunċettwali.

1. X’inhuma ssuġġerimenti tagħkom biex l-istituzzjonijiet lokali ta’ livell post-

sekondarju u terzjarju jipprovdu edukazzjoni inklussiva ta’ kwalità?

2. Is-sistema għandha tinkludi taħriġ fuq kif l-għalliema jistgħu jimplimentaw

l-edukazzjoni inklussiva biex ikopru l-bżonnijiet differenti tal-istudenti?

3. Is-sistema għandha tinkludi eżerċizzi t’evalwazzjoni mal-għalliema biex

tassigura kwalità u responsabbilità?

Appendix 6

388

Konklużjoni:

1. Biex nikkonkludu, liema huma l-aspetti prinċipali li hemm bżonn li jiġu

ndirizzati biex intejbu l-kwalità t’edukazzjoni inklussiva fil-livelli

t’edukazzjoni għola u terzjarja?

2. Hemm xi ħaga oħra li tixtiequ żżidu?

Appendix 7

389

Appendix 7 Narrative inquiry schedule

Appendix 7

390

Letter to Further and Higher Education Administrators

Address

Email:

Telephone:

Mobile telephone:

19th September, 2012

Dear Sir/Madam,

Last year I started my M.Phil/Ph.D research entitled ‘Inclusion in Higher

Education: An experience of physically disabled youth’. As you might recall, I

had an introductory meeting with you and I wrote a report about the

environmental accessibility of the institution.

Currently I am planning to start the narrative inquiry. This consists of meeting

students with physical/sensory impairment at the college, once every term for

two years. During the one-to one meetings, we shall discuss the experience of

inclusive education at the college. In the analysis, no names of any specific

college will be identified.

In order to abide to the Data Protection Act, I am requesting you to forward

(even via email) the enclosed letter and parental consent form to the first year

students with physical (for example mobility limitations) and sensory (for

example hearing and visual limitations) impairment who have registered at the

college.

Should you have any queries, please do not hesitate from contacting me.

Thank you in advance for your collaboration.

Yours sincerely,

Liliana Marić

I. D.

Appendix 7

391

Ittra lill-Amministraturi tal-iskejjel f’livell Post-Sekondarju u Terzjarju

Indirizz

Indirizz elettroniku:

Telefown:

Telefown ċellulari:

19 ta’ Settembru, 2012

Għażiż/a Sinjur/Sinjura,

Is-sena l-oħra, bdejt l-istudju tiegħi fuq livell ta’ M.Phil/Ph.D intitolat ‘L-

edukazzjoni inklussiva fil-livelli Għola post-sekondarji u terzjarji: Esperjenza ta’

żgħażagħ b’diżabilità fiżika u sensorjali’. Jekk tiftakar, kelli laqgħa

t’introduzzjoni u ktibt rapport dwar l-aċċessibilità ambjentali tal-kulleġġ.

Fil-preżent, qed nippjana biex nibda t-tfittxija narrattiva. Din tikkonsisti f’laqgħat

ma’ studenti b’diżabilità fiżika/sensorjali fil-kulleġġ, għal darba kull term għal

sentejn. Matul il-laqgħat fuq bażi individwali, ser niddiskutu l-esperjenza ta’

edukazzjoni inklussiva fill-kulleġġ. Fl-analiżi l-ebda isem ta’ xi kulleġġ ser jiġi

identifikat.

Biex nirrispetta l-Att Protezzjoni tad-Data, qed nitolbok biex timposta (anke

b’mezz ta’ posta elettronika) l-ittra u l-formola ta’ kunsens tal-ġenituri lill-

istudenti tal-ewwel sena li għandhom diżabilità fiżika (bħal nuqqas ta’ mobilità)

u sensjorjali (bħal nuqqas ta’ smigħ u vista) li rreġistraw f’dan il-kulleġġ.

Jekk ikollok xi diffikultajiet, tiqafx milli tikkuntatjani. Grazzi bil-quddiem għall-

kollaborazzjoni tiegħek.

Dejjem tiegħek,

Liliana Marić

Appendix 7

392

Letter to Parents for Narrative Inquiry

Address

Email:

Telephone:

Mobile telephone:

18th January, 2013

Dear Parent/Guardian,

I am carrying out an M.Phil/Ph.D study entitled ‘Inclusion in Higher Education:

An experience of physically disabled youth’. The focus of this research is to

understand the experience of inclusive education of disabled youth with

physical and/or sensory impairment. The aim is to improve the quality of

inclusive education at Post-Secondary and Tertiary level. The participation of

your son/daughter is of utmost importance for this research to reach its scope.

Your son’s/daughter’s participation involves one meeting per term for two years

(six meetings in all) and possibly for one year at the University of Malta/Gozo.

The meetings will approximately take one hour and will be held during non-

lecture time and at the college s/he is attending. The meeting will consist of a

discussion about your son’s/daughter’s experiences at the college. The

discussion will help me to understand the environmental, educational and

social disabling barriers/enabling factors at Post-Secondary level. The data will

remain anonymous and the information will be used for research purposes only.

If you are willing to consent your son’s/daughter’s to participate in this research,

please fill-in the ‘Parents’/Guardians Consent Form’. Should you require further

clarification, please do not hesitate from contacting me.

Thank you in advance for your collaboration.

Yours sincerely,

Liliana Marić

Appendix 7

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Parents’/Guardians’ Consent Form for the Narrative Inquiry

I/We, the undersigned, have read the letter addressed to our son/daughter to

participate in a study entitled ‘Inclusive education in Further (Post-secondary)

and Higher Education (Tertiary): An experience of youth with physical and

sensory disability’.

I/We, ___________________________________________________ (please

write your name in block letters), give my/our consent for my/our son/daughter

to participate in the narrative inquiry.

Student’s Name: __________________________

Student’s telephone/email address: _____________________________

College: _____________________________________________

Type of Disability: _____________________________________________

_____________________ _____________________

Parent’s/Guardian’s Signature Date

_____________________ _____________________

Parent’s/Guardian’s Signature Date

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Parents’/Guardians’ Consent Form for the Narrative Inquiry

I, the undersigned, confirm that I have spoken and given my address by means

of a telephone conversation with Ms. Liliana Marić, the researcher of the study

‘Inclusive education in Further (post-secondary) and Higher Education

(tertiary): An experience of youths with physical and sensory disability’, so that

she will post me this consent form.

I, ____________________________ (please write your name in block letters),

give my consent for my son/daughter to participate in the narrative inquiry. I

am conscious that the sessions will be audio-recorded.

_____________________ _____________________

Signature Date

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Ittra lill-Ġenituri għat-Tfittxija Narrattiva

Indirizz

Indirizz elettroniku:

Telefown:

Telefown ċellulari:

18 ta’ Jannar, 2013

Għażiż Ġenitur/Gwarjan,

Jien qed nagħmel studju f’livell ta’ M.Phil/Ph.D intitolat ‘L-edukazzjoni

inklussiva fil-livelli Għola post-sekondarju u terzjarju: Esperjenza ta’ żgħażagħ

b’diżabilità fiżika u sensorjali’. L-istudju huwa mmirat biex tiġi mifhuma l-

esperjenza ta’ edukazzjoni inklussiva ta’ żgħażagħ b’diżabilità fiżika u/jew

sensorjali. L-iskop huwa biex titjieb il-kwalità t’edukazzjoni inklussiva f’livell

Post-Sekondarju u Terzjarju. Il-parteċipazzjoni ta’ ibnek/bintek hija importanti

ħafna biex din ir-riċerka tilħaq l-iskop tagħha.

Il-parteċipazzjoni ta’ ibnek/bintek tinvolvi laqgħa kull term għal sentejn (sitt

laqgħat b’kollox) u possibilment għal sena fl-Università ta’ Malta/Għawdex. Il-

laqgħat bejn wieħed u ieħor ikun ta’ siegħa, u mhux waqt il-ħin tal-lezzjonijiet u

fil-kulleġġ li huwa/hija qed jattendi/tattendi. Il-laqgħa tikkonsisti f’diskussjoni

dwar l-esperjenza ta’ ibnek/bintek fil-kulleġġ. Id-diskussjoni tgħini biex nifhem

il-barrieri ta’ diżabilità/ fatturi ta’ possibilità ambjentali, edukattivi u soċjali fil-

livell Post-Sekondarju. L-informazzjoni ser tibqa’ anonima u ser tintuża għal

skopijiet ta’ riċerka biss.

Jekk tagħti l-kunsens tiegħek li ibnek/bintek jipparteċipa/tipparteċipa f’din ir-

riċerka, jekk jogħġbok imla’ l-‘Formola ta’ Kunsens tal-Ġenituri/Gwardjani’. Jekk

għandkom xi mistoqsijiet, jekk jogħġobkom, tiqfux milli tikkuntatjawni.

Grazzi bil-quddiem għall-kollaborazzjoni tiegħek.

Dejjem tiegħek,

Liliana Marić

Appendix 7

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Formola ta’ Kunsens tal-Ġenituri/Gwardjani għat-Tfittxija Narrattiva

Jien/Aħna, qrajt/qrajna l-ittra ndirizzata lill-binna/bintna biex tipparteċipa fi

studju intitolat ‘L-edukazzjoni inklussiva fil-livelli Għola post-sekondarji u

terzjarji: Esperjenza ta’ żgħażagħ b’diżabilità fiżika u sensorjali’.

Jien/Aħna, ________________________________________________ (jekk

jogħġbok ikteb ismek/iktbu isimkom b’ittri kbar), nagħti l-kunsens tiegħi/tagħna

biex binna/bintna jipparteċipa/tipparteċipa fit-tfittxija narrattiva.

Isem l-Istudent/a: __________________________

Telefown jew indirizz elettroniku tal-istudent/a: _______________________

Kulleġġ: _____________________________________________

Tip ta’ Diżabilità: _____________________________________________

_____________________ _____________________

Firma tal-Ġenitur/Gwardjan Data

_____________________ _____________________

Firma tal-Ġenitur/Gwardjan Data

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Formola ta’ Kunsens għall-Ġenituri għat-Tfittxija Narrattiva

Jien, li qed niffirma hawn taħt, nikkonferma li tkellimt ma’ u tajt l-indirizz tiegħi

bit-telefown lil Ms. Liliana Marić, ir-riċerkatriċi tal-istudju ‘L-edukazzjoni

inklussiva fil-livelli Għolja post-sekondarji u terzjarji: Esperjenza ta’ żgħażagħ

b’diżabilità fiżika u sensorjali’, biex b’hekk hija tkun tista’ tibgħatli din il-formola

ta’ kunsens.

Jien, ____________________________ (jekk jogħġbok ikteb ismek b’ittri

kbar), nagħti l-kunsens tiegħi biex ibni/binti jipparteċipa/tipparteċipa fit-tfittxija

narrattiva. Jien konxja li l-laqgħat ser ikunu rrekordjati fuq sistema t’awdjo.

_____________________ _____________________

Firma Data

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Letter to Students for Narrative Inquiry

Address

Email:

Telephone:

Mobile telephone:

18th January, 2013

Dear Student,

I am carrying out an M.Phil/Ph.D study entitled ‘Inclusion in Higher Education:

An experience of physically disabled youth’. The focus of this research is to

understand the experience of inclusive education of disabled youth with

physical and/or sensory impairment. The aim is to improve the quality of

inclusive education at Post-Secondary and Tertiary level. Your participation is

of utmost importance for this research to reach its scope.

If you will accept this invitation, your participation involves one meeting per term

for two years (six meetings in all). The meetings will approximately take one

hour and will be held during non-lecture time and at the college you will be

attending. Your experiences at the college are considered valuable evidence

to understand the environmental, educational and social disabling

barriers/enabling factors at Post-Secondary level. The data will remain

anonymous and the information will be used for research purposes only.

If you are willing to participate in this research, please fill-in the

‘Parents’/Guardians Consent Form’ form below and send it via email or post as

indicated above. Please note that due to Data Protection Act, I do not have

your name and address and this letter is sent through the college. If you or

your parents/guardians have any queries, please do not hesitate from

contacting me.

Thank you in advance for your collaboration.

Yours sincerely,

Liliana Marić

I.D.

Appendix 7

399

Informants’ Consent Form for the Narrative Inquiry

I, ____________________________ (please write your name in block letters),

the undersigned, give my consent to Ms. Liliana Marić, the researcher of the

study ‘Inclusive education in Further (post-secondary) and Higher Education

(tertiary): An experience of youth with physical and sensory disability’, to audio-

record the sessions during the narrative inquiry. The recordings shall be used

for research purposes only.

_____________________ _____________________

Signature Date

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Ittra lill-Istudenti għat-Tfittxija Narrattiva

Indirizz

Indirizz elettroniku:

Telefown:

Telefown ċellulari:

18 ta’ Jannar, 2013

Għażiż Student/a,

Jien qed nagħmel studju f’livell ta’ M.Phil/Ph.D intitolat ‘L-edukazzjoni

inklussiva fil-livelli Għola post-sekondarji u terzjarji: Esperjenza ta’ żgħażagħ

b’diżabilità fiżika u sensorjali’. L-istudju huwa mmirat biex tiġi mifhuma l-

esperjenza ta’ edukazzjoni inklussiva ta’ żgħażagħ diżabbli b’ diżabilità fiżika

u/jew sensorjali. L-iskop huwa biex titjieb il-kwalità t’edukazzjoni inklussiva

f’livell Post-Sekondarju u Terzjarju. Il-parteċipazzjoni tiegħek hija importanti

ħafna biex din ir-riċerka tilħaq l-iskop tagħha.

Jekk taċċetta dan l-invit, il-parteċipazzjoni tiegħek tinvolvi laqgħa kull term għal

sentejn (sitt laqgħat b’kollox). Il-laqgħat bejn wieħed u ieħor ikun ta’ siegħa, u

mhux waqt il-ħin tal-lezzjonijiet u fil-kulleġġ li int ser tattendi. L-esperjenza

tiegħek fil-kulleġġ hija kkonsidrata bħala evidenza utli biex nifhem il-barrieri ta’

diżabilità/fatturi ta’ possibilità ambjentali, edukattivi u soċjali fil-livell Post-

Sekondarju. L-informazzjoni ser tibqa’ anonima u ser tintuża għal skopijiet ta’

riċerka biss.

Jekk tixtieq tipparteċipa f’din ir-riċerka, jekk jogħġbok imla’ l-‘Formola ta’

Kunsens tal-Ġenituri/Gwardjani’ mehmuża hawn taħt u ibgħata b’mezz ta’

posta elettronika jew posta kif indikat fuq. Jekk jogħġbok innota li minħabba l-

Att Protezzjoni tad-Data, jien m’għandix ismek u l-indirizz tiegħek u din l-ittra

ġiet mibgħuta mill-kulleġġ. Jekk int jew il-ġenituri/gwardjani tiegħek għandkom

xi mistoqsijiet, jekk jogħġobkom, tiqfux milli tikkuntatjawni.

Grazzi bil-quddiem għall-kollaborazzjoni tiegħek.

Dejjem tiegħek,

Liliana Marić

I.D.

Appendix 7

401

Formola ta’ Kunsens tal-Informaturi għat-Tfittxija Narrattiva

Jien, ____________________________ (jekk jogħġbok ikteb ismek b’ittri

kbar), li qed niffirma hawn taħt, nagħti l-kunsens tiegħi lil Ms. Liliana Marić, ir-

riċerkatriċi tal-istudju ‘L-edukazzjoni inklussiva fil-livelli Għolja post-sekondarji

u terzjarji: Esperjenza ta’ żgħażagħ b’diżabilità fiżika u sensorjali’, biex

tirrekordja s-sessjonijiet b’sistema t’awdjo waqt it-tfittxija narrattiva. Dak li jiġi

rrekordjat se jintuża għal skopijiet ta’ riċerka biss.

_____________________ _____________________

Firma Data

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Narrative Inquiry Schedule

Procedure for each session during the narrative inquiry:

1. Make an appointment with informant via email or a telephone call

depending upon the situation.

2. Send interview questions via email or post. Should there be a person who

is visually impaired, the interview will be audio-recorded and sent to the

person beforehand.

3. During the first session, give consent form to informant to sign if he/she

consents to be audio-recorded. Give a diary to record experiences and

thoughts. These experiences and thoughts would be useful to enrich our

discussions.

4. Call the school’s administration to inform them that I will be visiting the

school on a particular date. Book meeting room if necessary.

5. Start each session with a greeting and remind informant that session will

be audio-recorded.

6. Ask whether transcripts were clear enough and whether they would like to

pass any comments.

7. At the end of the session, thank the informant for his/her collaboration.

8. Inform informant that he/she should receive transcripts by post and he/she

should feel free to comment about them.

9. Inform informant about the approximate date for next meeting.

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SESSION 1: FIRST IMPRESSIONS AND EXPERIENCES OF INCLUSIVE

EDUCATION

1.1 Can you tell me something about you such as your interests, hobbies

and things that you don’t like?

1.2 Do you have any particular employment in mind for the future? Why do

you like it?

1.3 What option subjects have you chosen? Why did you choose them?

2.1 Are you getting used to the new system?

2.2 Is the school system as you have expected it to be?

2.3 How are you feeling at this institution?

2.4 Are you still meeting some of your old friends?

2.5 Are you making new friends?

3.1 What do you think of your time-table? Was there any particular strategy

in the way it was developed to ease any challenges you might

experience?

3.2 How will you know that a lecturer is absent? Do you think the system is

good for people with different disabilities for example visual, hearing and

physical ones?

4.1 Do you have a special friend who helps you out whenever you have a

problem? Can you describe a situation when this friend helped you?

4.2 What educational services, facilities and arrangements are being

provided by the school to meet your special educational needs?

5.1 Do you have one lecturer who teaches you for all the lectures and

tutorials of one subject? What is your opinion about this system?

5.2 Do you think that collaboration between you and school personnel will

help you out? How?

5.3 At the beginning of the school, was there the organisation of a meeting

so that the lecturers will get to know you, know your needs, strengths

and aspirations? What do you think of such a session?

6.1 Are you experiencing any environmental disabling barriers? What

facilities are provided to make the environment accessible?

6.2 Are you experiencing any attitudinal barriers from other students,

lecturers, administrators and other personnel?

6.3 Are you experiencing any educational disabling barriers? What

educational benefits do you recommend?

7.1 What do you understand by inclusive education?

7.2 So far what was your experience of inclusive education?

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404

7.3 How does inclusive education benefit or hinder your development and

the development of other students?

SESSION 2: THE INFLUENCE OF THE SOCIAL MODEL OF DISABILITY ON

SELF-IDENTITY AND SCHOOL EXPERIENCES

1.1 How are you?

1.2 Anything in particular happened since we last met that you would like to

share?

2.1 As a person do you build upon your strengths or focus on any limitations

you have?

2.2 Do you talk about your disability openly? If yes/ no why?

2.3 Are you being supported to have a positive outlook towards disability?

If yes, by whom or what? If no, explain what your outlook is and what

makes you feel this way?

3.1 What are your perspectives with regard to disability?

3.2 Do you consider that society has to enable its environments, services

and facilities to accommodate your needs?

3.3 Do you think it is a right that the environment, services and facilities will

be adapted to the needs of all persons especially of those with a

disability?

4.1 Do you think that it is your right to voice yourself? What systems can be

created so that students can voice their concerns?

4.2 Have you made requests to improve a service and/or facility to meet

your needs? What was the experience?

4.3 Do you feel empowered enough to make a complaint or to praise

something which is of benefit to you?

4.4 Do you know to whom you should make a complaint or give praise?

5.1 Does the lecturers’ attitude reflect that you should adapt to their system

and to the school system or that they and the school should adapt to

you?

5.2 Are you consulted for any decisions and provisions that might affect you

both in classes and within the whole school? Do you think that this is

your right?

SESSION 3: ASSESSMENT

1.1 How are you?

1.2 Since our last meeting, did you jot down any notes in the diary?

1.3 Following the examinations, do you have any experiences or reflections

that you would like to share with me?

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405

1.4 Were there any factors that helped or limited you during the

examinations?

2.1 Where did you sit for the examinations?

2.2 Did it have all the access features that you require? Can you give

examples please?

2.3 Would you recommend such an environment for other students who

have similar needs? Why?

2.4 Which classroom or hall environment do you find most appropriate for

you or for other students with physical and sensory disabilities?

2.5 The information about the venue, room allocation, index number and

other information which is usually placed on notice boards, was it

accessible to you? How?

2.6 Did you receive the access arrangements that you requested? Please

give examples.

2.7 Do you have any suggestions how the college based and MATSEC

systems of requesting for access arrangements can be improved?

2.8 For each subject that you sat for, which assessment methods do you

find most effective and do you have any suggestions how to improve the

system?

2.9 Do you think that the access arrangements given to a student should be

written on the college based and MATSEC exam result sheet and

certificate? Why?

3.1 What strategies did you use to cope with the pressure of the

examinations?

3.2 Did the examination sessions make you feel equal to your peers? How?

3.3 Do you think that the college based and MATSEC examinations are

supporting the principles of inclusive education? Why?

SESSION 4: THE DEVELOPMENT OF AN INCLUSIVE CULTURE WITHIN

HIGHER EDUCATIONAL INSTITUTIONS

1.1 From your observations, do you think this Post-secondary institution

fosters tolerance towards diversity on various levels such as race,

religion and ability? If yes, in which way?

1.2 What do you understand by a culture of inclusive education? Do you

experience such a culture in this institution?

1.3 Do you consider yourself as an asset or a burden to the community of

this college?

1.4 How are the academic and non-academic experiences at this Post-

secondary institution affecting the development of your identity?

1.6 In few sentences, how would you describe yourself?

1.7 Do you think that the way non-disabled people speak about disabilities

affects a disabled person’s identity?

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406

1.8 Do you think that at this Post-secondary institution there is appropriate

language use when referring to particular disabilities and persons with

disabilities? (handicapped, disabled people, persons with a disability,

persons with special needs and persons with special educational needs)

1.9 Do you think that you have changed as a person since you have started

attending this Post-secondary institution? Can you give examples?

2.1 Do you communicate via electronic social networks or meet any friends

that you have at the college after college hours or during holidays?

2.2 Are you involved in extra-curricular activities? Which?

2.3 Do you think that having different groups of friends help you to overcome

daily environmental, social and educational challenges?

3.1 What do you understand by support services at a Post-Secondary

institution?

3.2 Which support services do you recommend to improve the quality of the

environmental, social and educational aspects at Post-Secondary

institutions and University?

3.3 Do you consider this Post-Secondary institution secure enough that

monitors students to prevent physical abuse and bullying?

3.4 Do you feel secure at this Post-Secondary institution with regard to thefts

of belongings and drug trafficking?

3.5 Are there any disciplinary measures that students need to follow? How

does this affect you?

3.6 Do you think that the number of students per class is good for lecturers

to manage classes and teach effectively?

SESSION 5: COLLABORATION AMONGST A MULTI-DISCIPLINARY TEAM

1.1 How are you?

1.2 What is your present situation with regard to furthering your education?

How do you feel about this?

2.1 What are you experiences with regard to environmental, educational

and social disabling barriers or enabling factors during this scholastic

year?

2.2 So far, what type of collaboration did you experience between different

professionals, non-professional persons and you? How is this affecting

you in reaching your goals?

2.3 Do you think that inclusive education involves the educational

institutions, the family, friends and the whole community? Why?

2.4 Do you think that the more relationships you develop with different social

groups would help you to continue your education and eventually find

employment?

2.5 Do you think that there is the need for new policies and schemes in the

community with regard to post-secondary education, tertiary education

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407

and transition to employment so that disabled youth would be more

included in society? If yes, what do you suggest?

2.6 According to you, what type of disability activism is needed in our

community to create a more inclusive society? Can you give examples

of how this could be done?

3.1 Do you agree with student support groups?

3.2 Do you think that a student support group should be like a community

support unit where a person could get help with regard to social,

educational and physical development as well as employment training

or job-finding? Why?

3.3 From the community at large, who are the persons that you think are

important to be involved in helping dizabled youth to reach their goals?

3.4 Do you agree that the student support group should include a mentoring

system where students would be monitored in their academic and non-

academic development by a particular lecturer? If yes, how could this

help you?

3.5 In providing student support, do you think that parents should be

consulted in some way at post-secondary and tertiary levels or should

consultation be more with the person concerned?

5.1 In your opinion, how could youth be helped during the transition period

between further education and employment or further education and

higher education?

5.2 How could different community sectors help out in this transition?

SESSION 6: CREATING A CONCEPTUAL FRAMEWORK OF QUALITY

INCLUSIVE EDUCATION

1.1 How are you?

1.2 Do you have any experience or idea that you would like to share or talk

about related to your experience in bridging between post-secondary

and tertiary levels of education?

2.1 From your experience and opinion, do you think that students should

disclose their disability when they register at an institution? How will this

help administrators and students?

2.2 According to you are there any situations where persons with disabilities

should attend a special school to get specialised training? If yes, give

examples. If no, why?

2.3 In the context of post-secondary and tertiary education, if there will be

another student with a disability in your course, do you prefer that s/he

will be in your group? If yes/no why?

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408

3.1 From your experience, what are the benefits and drawback of inclusive

education from the perspective of the person with disabilities and the

other students?

3.2 Do you think that female students with disabilities experience a double

disadvantage than male students with a disability? Why do you think

so? What are your suggestions?

4.1 What do you think are the advantages and disadvantages of inclusive

education from the lecturers’ point of view?

4.2 Do you think that lecturers are supported to implement inclusive

education for example by being provided with resources, and having

consultation and training how to deal with different disabilities? Why?

5.1 What makes quality inclusive education at Further and Higher

educational levels?

5.2 What changes need to be implemented towards a better quality inclusive

education at Further and Higher educational levels?

SESSION 7: EVALUATION ON THE TRANSFORMATION EXPERIENCED

THROUGHOUT THE TRAJECTORY OF THE NARRATIVE INQUIRY

1.1 How are you?

1.2 How do you feel that this is our last session?

2.1 In which ways do you think you have changed during these sessions?

2.2 In which ways do you consider that I have changed during these

sessions?

2.3 In which ways do you think you have transformed the school?

3.1 What impact did the inclusive education have on you and all other

students?

3.2 Do you think that opportunities for persons with disabilities are becoming

more equal? If yes, in which way? If no, why not?

4.1 What were the main challenges that you had to face at the educational

institutions that you have attended, which ones did you solve and which

ones are still pending?

4.2 What implications does inclusive education have on students and further

and higher education institutions in the future?

4.3 What aspects need to be considered to create further and higher

education institutions which foster inclusive education from a human-

rights perspective?

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409

Proċedura għas-sezzjonijiet matul it-tfittxija narrattiva:

1. Agħmel appuntament mal-infurmatur b’permezz tal-posta elettronika jew

telefown skont is-sitwazzjoni.

2. Ibgħat il-mistoqsijiet tal-intervista b’posta elettronika jew bil-posta. Jekk

ikun hemm persuna li nieqsa mid-dawl, l-intervista tiġi rrekordjata fuq

sestema t’awdjo u tintbagħat lill-persuna minn qabel.

3. Fl-ewwel laqgħa, agħti l-formola tal-kunsens lill-infurmatur biex

jiffirma/tiffirma jekk jaċċettax/taċċettax li tiġi/jiġi rrekordjat/a fuq sistema

t’awdjo. Agħti djarju biex jirrekordja/tirrekordja esperjenzi u ħsibijiet. Dawn

l-esperjenzi u ħsibijiet ikunu utli biex isaħħu d-diskussjonijiet tagħna.

4. Ċempel l-amministrazzjoni tal-iskola biex tinfurmhom li jien se mmur l-

iskola f’data partikulari. Jekk hemm bżonn, ibbukkja l-kamra fejn se ssir il-

laqgħa.

5. Ibda kull laqgħa b’merħba u fakkar lill-infurmaturi li l-laqgħa se tiġi

rrekordjata fuq sistema t’awdjo.

6. Saqsi jekk it-traskrizzjonijiet kinux ċari biżżejjed u jekk jixtiqux jgħaddu xi

kummenti.

7. Fl-aħħar tal-laqgħa, irringrazzja lill-infurmatur għall-kollaborazzjoni

tiegħu/tagħha.

8. Informa l-informatur li se jirċievi/tirċievi t-traskrizzjonijiet bil-posta u

għandu/għandha jħossu//tħossha libera biex jikkummenta/tikkummenta

dwarhom.

9. Informa l-infurmatur dwar id-data li bejn wieħed u ieħor se tkun għal-laqgħa

li jmiss.

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410

SEZZJONI 1: L-EWWEL IMPRESSJONIJIET U ESPERJENZI TAL-

EDUKAZZJONI INKLUSSIVA

1.1 Xi tgħidli dwarek bħall-interessi, d-delizzji w affarijiet li inti tħobb?

1.2 Għandek xi xogħol partikulari f’moħħok għall-futur? Għaliex jogħġbok?

1.3 X’suġġetti għażilt biex tistudja? Għaliex għażilthom?

2.1 Qiegħed/Qegħda tidhra s-sistema l-ġdida?

2.2 Is-sistema tal-iskola hija kif stennejtha li tkun?

2.3 Kif qiegħed/qegħda tħossok f’din l-istituzzjoni?

2.4 Qiegħed/Qegħda tagħmel ħbieb ġodda?

3.1 X’taħseb dwar l-orarju tal-ħinijiet (it-time-table)? Kien hemm xi strateġiji

partikulari fil-mod kif ġiet żviluppata biex sserħek minn xi sfidi li inti tista’

tesperjenza?

3.2 Kif tkun taf li għalliem/a huwa/hija assenti? Taħseb li din is-sistema hija

utli għal nies b’diżabilitajiet differenti eżempju viżwali, tas-smigħ u fiżiċi?

4.1 Għandek xi ħabib/a speċjali li jgħinek/tgħinek meta jkollok bżonn? Tista’

tiddesrivi sitwazzjoni meta dan/din il-ħabib/a għenek/għenitek?

4.2 X’servizzi edukattivi, faċilitajiet u arranġamenti qed jiġu pprovduti mill-

iskola biex ikopru l-bżonnijiet edukattivi tiegħek?

5.1 Għandek għalliem/a li jgħallmek/tgħallmek il-lezzjonijiet kollha ta’

suġġett? X’inhi l-opinjoni tiegħek dwar din is-sistema?

5.2 Taħseb li l-kollaborazzjoni bejnek u l-impjegati tal-iskola tgħinek b’xi

mod?

5.3 Fil-bidu tal-iskola, ġiet organizzata laqgħa biex b’hekk l-għalliema jsiru

jafuk, jkunu jafu l-bżonnijiet tiegħek, kif ukoll il-ħiliet u l-aspirazzjonijiet

tiegħek? X’taħseb dwar laqgħa bħal din?

6.1 Qiegħed/Qegħda tesperjenza xi barrieri ambjentali? X’faċilitajiet qed

jiġu pprovduti biex jagħmlu l-ambjent aċċessibbli?

6.2 Qiegħed/Qegħda tesperjenza xi barrieri ta´ attitudni minn studenti oħra,

għalliema, amministraturi w impjegati oħra?

6.3 Qiegħed/Qegħda tesperjenza barrieri edukattivi li qed iġibuk diżabbli?

X’benefiċċji edukattivi tissuggerixxi?

7.1 X’tifhem b’edukazzjoni inklussiva?

7.2 S’issa x’kienet l-esperjenza tiegħek t’edukazzjoni inklussiva?

7.3 Kif l-edukazzjoni inklussiva tista’ tkun ta’ ġid jew ta’ deni fl-iżvilupp

tiegħek jew ta’ student oħra?

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SEZZJONI 2: L-INFLUWENZA TAL-MUDELL SOĊJALI TA’ DIŻABILITÀ FUQ

L-IDENTITÀ TAL-PERSUNA U L-ESPERJENZA TAL-ISKOLA

1.1 Kif inti?

1.2 Ġara xi ħaġa partikulari mill-aħħar darba li ltqajna li tixtieq taqsam

miegħi?

2.1 Bħala persuna inti tibni fuq il-ħiliet tiegħek jew tiffoka fuq il-limitazzjonijiet

li għandek?

2.2 Inti titkellem dwar id-diżabilità tiegħek b’mod apert? Jekk iva/le għaliex?

2.3 Inti qiegħed/qegħda tiġi appoġġjat/a biex ikollok xejra pożittiva dwar id-

diżabilità - abilità milli inkpaċità? Jekk iva, b’min jew b’hiex? Jekk le,

spjega kif int tħares lejn id-diżabilità tiegħek u x’jagħmlek tħossok hekk?

3.1 X’inhuma l-perspettivi tiegħek dwari id-diżabilità?

3.2 Inti tikkonsidra li s-soċjetà għandha jkollha iżjed possibilitajiet t’aċċess

fl-ambjent, is-servizzi u l-faċilitajiet tagħha biex takkomoda l-bżonnijiet

tiegħek?

3.3 Taħseb li huwa d-dritt tiegħek li l-ambjent, serivzzi u faċilitajiet jiġu

addattati għall-bżonnijiet tan-nies kollha speċjalment ta’ dawk

b’diżabilità?

4.1 Taħseb li huwa d-dritt tiegħek biex issemma’ leħnek? X’sistemi jistgħu

jinħolqu biex l-istudenti jistgħu jsemmgħu l-ħsibijiet tagħhom?

4.2 Għamilt xi talba biex iġġib ’l quddiem xi servizz u/jew faċilità biex tkopri

l-bżonnijiet tiegħek? X’kienet l-esperjenza?

4.3 Tħossok li għandek iżjed setgħa biex tagħmel xi lment jew tfaħħar xi

ħaġa li hi ta’ ġid għalik?

4.4 Taf lejn min għandek tirrikorri biex tagħmel xi lment jew turi l-

apprezzament tiegħek?

5.1 L-attitudni tal-għalliema tirrifletti li int għandek taddatta għas-sistema

tagħhom u tal-iskola jew li huma u l-iskola taddatta għalik?

5.2 Inti ġejt ikkonsultat għal xi deċiżjonijet u proviżjonijiet li jistgħu jkollhom

effett fuqek kemm fil-klassijiet kif ukoll fl-iskola? Taħseb li dan huwa dritt

tiegħek?

SEZZJONI 3: ASSESSJAR

1.5 Kif inti?

1.6 Mill-aħħar laqgħa li kellna, ktibt xi ħaġa fid-djarju?

1.7 Wara l-eżamijiet, għandek xi esperjenzi jew riflessjonijiet li tixtieq taqsam

miegħi?

1.8 Kien hemm xi fatturi li għenuk jew fixkluk waqt l-eżamijiet?

2.1 Fejn għamilt l-eżamijiet?

Appendix 7

412

2.2 Il-post kellu l-faċilitajiet t’aċċess li għandek bżonn? Tista’ tagħti xi

eżempji jekk jogħġbok?

2.3 Tirrikomanda dan l-ambjent lil xi studenti oħra li għandhom bżonnijiet

simili? Għaliex?

2.4 Liema ambjent ta’ klassi jew sala ssib l-iżjed addattat għalik jew studenti

oħra b’diżabilitajiet fiżiċi jew sensorjali?

2.5 L-informazzjoni dwar il-post, il-kamra, in-numru tal-indiċi u informazzjoni

oħra li ħafna drabi tkun fuq il-bord tal-aħbarijiet, kienet aċċessibbli

għalik? Kif?

2.6 Tawk l-arranġamenti t’aċċess li inti tlabt? Jekk jogħġbok agħti xi

eżempji.

2.7 Għandek xi suġġerimenti kif is-sistemi tal-kulleġġ u tal-MATSEC dwar

kif l-arranġamenti t’aċċess jiġu mitluba jistgħu jittejbu?

2.8 Għal kull suġġett li qgħadt għalih, liema metodi t’assessjar ssib l-iżjed

effettivi u għandek xi suġġerimenti kif is-sistema tista’ tittejjeb?

2.9 Taħseb li l-arranġamenti t’aċċess li jingħataw lil xi student għandhom

jiġu miktuba fuq ir-riżultat u ċ-ċertifikat maħruġa mill-kulleġġ u l-

MATSEC? Għaliex?

3.1 Xi strateġiji tuża biex tlaħħaq mal-pressjoni tal-eżamijiet?

3.2 Is-sessjonijiet tal-eżamijiet għamluk tħossok ugwali ma’ sħabek? Kif?

3.3 Taħseb li l-eżamijiet tal-kulleġġ u tal-MATSEC qed isostnu l-prinċipji tal-

edukazzjoni inklussiva? Għaliex?

SEZZJONI 4: L-IŻVILUPP TA’ KULTURA INKLUSSIVA FL-ISITUZZJONIJIET

GĦOLA TAL-EDUKAZZJONI

1.1 Mill-osservazzjonijiet tiegħek, taħseb li din l-istituzzjoni Post-sekondarja

tħaddan tolleranza lejn id-diversità fuq livelli differenti bħal razza, reliġjon

u abilità? Jekk iva, b’liema mod?

1.2 X’tifhem b’kultura t’edukazzjoni inklussiva? Tesperjenza din it-tip ta’

kultura f’din l-istituzzjoni?

1.3 Tikkonsidra lilek innifsek ta’ valur jew ta’ xkiel lejn il-komunità fi ħdan

dan il-kulleġġ?

1.4 Kif l-esperjenzi akkademiċi u mhux akkademiċi f’din l-istituzzjoni Post-

sekondarja qed jaffetwawlek l-iżvilupp t’identità?

1.6 Fi ftit sentenzi, kif tiddeskrivi lilek innifsek?

1.7 Taħseb li l-mod kif nies mhux diżabbli jitkellmu dwar diżabilitajiet jaffetwa

l-identità ta’ persuna diżabbli?

1.8 Taħseb li f’din l-istituzzjoni Post-sekondarja jintuża lingwaġġ addattat

meta qed jiġi rreferut ghal xi diżabilitajiet partikolari u persuni

b’diżabilità? (ħandikappat, persuni diżabbli, persuni b’diżabilità, persuni

bi bżonnijiet speċjali u persuni bi bżonnijiet edukattivi speċjali)

1.9 Taħseb li inti bħala persuna inbdilt minn mindu bdejt tattendi din l-

istituzzjoni Post-sekondarja? Tista’ tagħti xi eżempji?

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413

2.1 Tikkomunika b’mezzi soċjali elettronici jew tiltaqa’ ma’ ħbieb li inti

għandek fil-kulleġġ wara l-ħin tal-kulleġġ jew fil-vaganzi?

2.2 Inti involuta f’attivitajiet extra-kurrikulari? Liema?

2.3 Taħseb li gruppi differenti ta’ ħbieb jgħinuk tegħleb l-isfidi ambjentali,

soċjali u edukattivi ta’ kuljum?

3.1 X’tifhem b’servizzi ta’ support f’istituzzjoni Post-sekondarja?

3.2 Liema servizzi ta’ support tirrikomanda biex itejbu l-kwalità tal-aspetti

ambjentali, soċjali u edukattivi fl-istituzzjonijiet Post-sekondarji u l-

Università?

3.3 Tikkonsidra din l-istituzzjoni Post-sekondarja protetta biżżejjed biex

tosserva l-istudenti ħalli tippreveni abbuż fiżiku u bbuljar?

3.4 F’din l-istituzzjoni Post-sekondarja tħossok protetta dwar serq t’affarijiet

u traffikar ta’ drogi?

3.5 Hemm xi miżuri ta’ dixxiplina li l-istudenti jridu jsegwu? Kif dan

jaffettwak?

3.6 Taħseb li n-numru ta’ studenti f’kull klassi huwa tajjeb biex l-għalliema

jikkontrollaw il-klassi u jgħallmu b’mod effettiv?

SEZZJONI 5: KOLLABORAZZJONI QALB TIM MULTI-DIXXIPLINARJU

1.2 Kif int?

1.3 X’inhi s-sitwazzjoni preżenti dwar l-edukazzjoni tiegħek? Kif tħossok

dwar dan?

2.1 X’inhuma l-esperjenzi tiegħek dwar il-barrieri ta’ diżabilità jew fatturi li

jegħlbu l-barrieri ambjentali, edukattivi u soċjali matul din is-sena

skolastika?

2.2 S’issa, x’tip ta’ kollaborazzjoni esperjenzajt bejn professjonisti differenti,

nies mhux professjonali u inti? Kif dan qed jaffetwak biex tilħaq l-

għanijiet tiegħek?

2.3 Taħseb li l-edukazzjoni inklussiva tinvolvi l-istituzzjonijiet edukattivi, il-

familja, il-ħbieb u l-komunità kollha? Għaliex?

2.4 Taħseb li iżjed ma’ tiżviluppa relazzjonijiet ma’ gruppi soċjali differenti se

jgħinuk biex tkompli l-edukazzjoni tiegħek u eventwalment issib xogħol?

2.5 Taħseb li hemm bżonn ta’ linji gwida u skemi fil-komunità rigward

edukazzjoni post-sekondarja, edukazzjoni terzjarja u tranżizzjoni għax-

xogħol biex żgħażagħ b’diżabilità jkunu iżjed inklużi fil-komunità? Jekk

iva, x’tissuġġerixxi?

2.6 Skont int, x’tip ta’ attiviżmu fil-qasam tad-diżabilità hawn bżonn fil-

komunità biex noħolqu soċjetà iżjed inklussiva? Tista’ tagħti eżempji kif

dan jista’ jsir?

3.1 Taqbel ma’ gruppi ta’ support għall-istudenti?

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414

3.2 Taħseb li grupp ta’ support għall-istudenti għandu jkun bħal support tal-

komunità fejn persuna tkun tista’ tingħata l-għajnuna rigward żvilupp

soċjali, edukattiv u fiżiku kif ukoll taħriġ għax-xogħol jew sejba għax-

xogħol? Għaliex?

3.3 Mill-komunità ġenerali, min huma l-persuni li taħseb huma importanti li

jkunu involuti biex jgħinu żgħażagħ diżabbli jilħqu l-għanijiet tagħhom?

3.4 Taqbel li grupp ta’ support għall-istudenti għandu jinkludi sistema ta’

konsulenza fejn student ikun immoniterjat fl-iżvilupp akkademiku u mhux

akkademiku minn għalliem/a partikolari? Jekk iva, kif dan jista’ jgħinek?

3.5 Rigward il-proviżjoni ta’ support għall-istudenti, taħseb li l-ġenituri

għandhom jiġu kkonsultati b’xi mod fil-livelli post-sekondarji u terzjarji

jew il-konsultazzjoni għandha tkun iżjed mal-persuna kkonċernata?

5.1 Fl-opinjoni tiegħek, kif iż-żgħażagħ għandhom jiġu megħjuna matul it-

tranżizzjoni bejn l-edukazzjoni għola u x-xogħol u l-edukazzjoni għola u

dik terzjarja?

5.2 Kif setturi differenti mill-komunità jistgħu jgħinu waqt din it-tranżizzjoni?

SEZZJONI 6: NOĦOLQU KUNĊETT TA’ SISTEMA T’EDUKAZZJONI

INKLUSSIVA TA’ KWALITÀ

1.3 Kif int?

1.4 Għandek xi esperjenza jew idea li tixtieq taqsam miegħi rigward l-

esperjenza tiegħek bejn l-edukazzjoni f’livell post-sekondarju u terzjarju?

2.1 Mill-esperjenza w opinjoni tiegħek, taħseb li l-istudenti għandhom jikxfu

d-diżabiità tagħhom meta jirreġistraw f’xi istituzzjoni? Kif dan jista’ jgħin

l-amministraturi u lill-istudenti?

2.1 Skont int hemm xi sitwazzjonijiet fejn persuni b’diżabilità għandhom

jattendu skejjel speċjali biex ikollhom taħriġ speċjalizzat? Jekk iva, agħti

eżempji. Jekk le, għaliex?

2.3 Fil-kuntest t’edukazzjoni post-sekondarja u terzjarja, jekk ikun hemm

student/a b’diżabilità fil-kors tiegħek, tippreferi li huwa/hija tkun fl-istess

grupp tiegħek? Jekk iva/le għaliex?

3.1 Mill-esperjenza tiegħek, x’inhuma l-benefiċċji u l-iżvantaġġi tal-

edukazzjoni inklussiva mill-perspettiva tal-persuna b’diżabilità u l-

istudenti l-oħra?

3.2 Taħseb li studenti femminili b’diżabilità qed jesperjenzaw żvantaġġ

doppju minn studenti maskili b’diżabilità? Xi jwasslek biex taħseb hekk?

X’inhuma ssuġġerimenti tiegħek?

4.1 X’taħseb li huma l-vantaġġi u l-iżvantaġġi tal-edukazzjoni inklussiva mill-

perspettiva tal-għalliema?

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415

4.2 Taħseb li l-għalliema huma appoġġjati biex jimplimentaw l-edukazzjoni

inklussiva per eżempju billi jiġu pprovduti riżorsi, u jkollhom

konsultazzjoni u taħriġ kif jaġixxu għal diżabilitajiet diversi? Għaliex?

5.1 X’jagħmel edukazzjoni inklussiva ta’ kwalità f’livelli t’edukazzjoni post-

sekondarji u terzjarji?

5.2 X’tibdiliet hemm bżonn li jiġu implimentati għat-tisħiħ t’edukazzjoni

inklussiva ta’ kwalità f’livelli t’edukazzjoni post-sekondarji u terzjarji?

SEZZJONI 7: EVALWAZZJONI FUQ IT-TRASFORMAZZJONI LI ĠIET

ESPERJENZATA MATUL IL-VJAĠĠ TAT-TFITTXIJA NARRATTIVA

1.1 Kif int?

1.2 Kif tħossok li din hija l-aħħar sezzjoni tagħna?

2.1 B’liema mod taħseb li inti nbdilt waqt dawn il-laqgħat?

2.2 B’liema mod tikkonsidra li jien inbdilt waqt dawn il-laqgħat?

2.3 B’liema mod taħseb li inti biddilt l-iskola?

3.1 X’impatt l-edukazzjoni inklussiva ħalliet fuqek u fuq l-istudenti l-oħra

kollha?

3.2 Taħseb li l-opportunitajiet għal persuni b’diżabilità qed ikunu iżjed

indaqs? Jekk iva, b’liema mod? Jekk le, għaliex?

4.1 X’kienu l-isfidi prinċipali li int kellek tiffaċċja fl-istituzzjonijiet edukattivi li

attendejt, liema sfidi solvejt u liema huma dawk pendenti?

4.2 X’implikazzjonijiet l-edukazzjoni inklussiva għandha fuq l-istudenti u l-

istituzzjonijiet tal-edukazzjoni Għolja fil-futur?

4.3 X’aspetti jridu jiġu kkonsidrati biex jinħolqu istituzzjonijiet Għolja li jħaddnu edukazzjoni inklussiva li jirriflettu perspettiva bbażata fuq drittijiet umani?

Appendix 8

416

Appendix 8 Raw data from questionnaires

Appendix 8

417

Table 5

Environmental aspects that foster inclusive education

Yes No Not

always N/A* No

reply

a) I go around the school outdoor and indoor places independently. 9 1 4 0 0

b) I use public convenience (toilets) easily. 11 2 1 0 0

c) I use the sports facilities easily. 9 2 3 0 0

d) I can use the classrooms independently. 11 2 1 0 0

e) I get in and out of the school hall easily. 13 0 1 0 0

f) I get in and out of the chapel easily. 9 1 0 4 0

g) I can buy from the school canteen. 13 1 0 0 0

h) I can use the library. 12 2 0 0 0

i) I can move along corridors easily. 13 1 0 0 0

j) I come to school with school transport. 10 4 0 0 0

k) Outside school, we have a reserved parking lot for disabled persons. 3 5 1 4 1

l) I believe that the school environment should be adapted according to my needs. 8 3 2 1 0

m) The school is accessible for persons with visual impairment. 6 3 2 3 0

n) The school is accessible for persons with speech and hearing impairments. 7 2 1 3 1

o) The school is accessible for persons with physical impairment. 6 1 5 0 2

Note. * N/A – Not applicable.

Appendix 8

418

Table 6

Social aspects that foster inclusive education

Yes No Not

always N/A* No

reply

a) The school personnel are friendly and helpful. 12 0 2 0 0

b) The school personnel consult me when a decision that affects me needs to be taken. 9 1 2 2 0

c) I spend break time with a friend/friends. 13 0 1 0 0

d) I participate in group work. 13 0 1 0 0

e) I feel as a plus to the school community. 12 0 2 0 0

f) I feel as a burden to the school community. 1 10 1 1 1

g) I like to go out of class for tutorials. 9 2 1 2 0

h) Whenever I have a problem I know to whom I should return to. 12 1 1 0 0

i) A Learning Support Assistant (LSA) helps me at school. 13 1 0 0 0

j) When the LSA is absent from school, I attend school just the same. 9 3 1 1 0

k) When I am absent from school, a friend calls me at home. 3 10 1 0 0

l) I attend school outings. 10 1 3 0 0

m) At school I am bullied. 1 10 3 0 0

n) I am aware that it is my right to receive education in a mainstream school. 14 0 0 0 0

Note. * N/A – Not applicable.

Appendix 8

419

Table 7

Educational aspects that foster inclusive education

Yes No Not

always N/A* No

reply

a) My parents are asked for advice before certain decisions that affect me are taken. 11 0 2 1 0

b) Teachers and the LSA cooperate with each other. 12 0 1 1 0

c) My parents and the LSA cooperate with each other. 13 0 0 1 0

d) If it needs be, school work is adapted for me. 13 0 1 0 0

e) At school, I receive support from other specialised teachers other than my teachers. 8 4 0 2 0

f) I am given school work that does not prefer/discriminate me in any way. 9 3 1 1 0

g) Teachers are ready to meet me on one-to-one basis whenever I have a difficulty. 9 1 2 1 1

h) I am praised or punished like my friends. 11 1 2 0 0

i) Whenever I need special equipment as an educational tool, it is provided by the school. 8 3 1 2 0

j) Teachers accept home/classwork in the way I find easiest for me. 8 2 4 0 0

k) At school I feel I can reach my highest educational potential. 12 0 2 0 0

l) For exams I am given special concessions. 10 1 2 1 0

m) I find examinations are designed to my needs. 9 2 2 1 0

n) I prefer a combination of written, oral and coursework assessment rather than written exams only. 9 3 2 0 0

o) I agree that the school administration informs my teachers about my special educational needs. 11 1 2 0 0

p) At school we have different educational resources for example televisions, computers and projection facilities. 11 1 2 0 0

q) The school uniform is comfortable to wear and take off. 9 3 2 0 0

r) I think I would be better to receive education at a special school. 3 10 0 1 0

Appendix 8

420

s) I was invited to participate in a meeting where an individualised educational programme (IEP) was developed. 12 1 0 1 0

t) I shall sit for Secondary Education Certificate (SEC) examinations. 9 5 0 0 0

u) The school helps me to prepare the necessary paper work to obtain concessions for the SEC exams. 8 4 0 2 0

Note. * N/A – Not applicable.

Appendix 9

421

Appendix 9 Original texts of students’ interviews

(In Maltese)

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Interviews: Students Dejjem trabbejt li nkun pożittiv u li nemmem fil-potenzjal tiegħi. Ħaġ’oħra li għenet ħafna ukoll ċertu activism li kien hemm, kemm il-ġenituri tiegħi u kemm eventwalment nies oħra dejjem saħħqu u ġġieldu għalija qisu biex jien ningħata ċ-ċans. (Rupert, StI, Q1) Irrid nikkontribwixxi, irrid inkompli nistudja, ma nafx fejn se nasal, jista’ jkun li ngħaddi, jista’ jkun li ma ngħaddix. Qegħdin jgħiduli stop. (Clark, StI, Q2) Kien hemm ċertu element ta’ attitudnijiet negattivi, paternaliżmu, over protection. Offrewli Soċjologija u Philosophy li assulatament ma kellix bżonnhom. Kultant għandna t-tendenza li we impose what we think is good for the person. (Rupert, StI, Q3) Ma naqbilx kompletament li tissegrega ġo skejjel għalihom il-persuna b’diżabilità. … Qatt ma’ kelli LSA (Learning Support Assistant) u l-ġenituri tiegħi dejjem ħeġġewni biex inkun parti mill-bqija tal-grupp. … Sħabi parti essenzjali wkoll għax sħabi dejjem qisuni bħala l-leader of the pack tagħhom. (Oswald, StI, Q4) Fl-application jien niżżilt li jiena visually impaired u niftakar l-introduction meeting. Għidtilha, “X’faċilitajiet hemm għal nies li huma visually impaired?” U din povra persuna baqgħet ixxokkjata, instamtet. (Martin, StI, Q5) Meta qabel kont fil-puberty u fl-adoloxxenza tkun għadek mistħijja. … Meta applikajt online, Masters, jiena ktibt li kelli dan il-hearing impairment. Meta ġejt għall-viva, jiena kont qed nibża’ ħafna li jkolli Skype. Ilħaqt għidtilha lit-tutor. (Sarah, StI, Q6) I was finding it hard naċċetta l-kundizzjoni, let alone li mmur ngħidlu għandi so and so. (Martin, StI, Q7) Sibtha ftit diffiċli biex insib il-ħbieb, minħabba li kont ftit mistħi. L-adoloxxenza ġegħlitni nsir iktar introvert għax bdejt ninduna li f’ċertu affarijiet, ħa tkun iktar diffiċli biex nasal għalihom. Iltqajt ma’ LSA (Learning Support Assistant) li għeni ħafna biex noħroġ il-karattru tiegħi. Permezz tiegħu u tal-ġenituri tiegħi erġajt ħriġt. (Kristof, StI, Q8) Il-lift ma sarx. Veru kont irrabjajt. Kont mat-tfajliet, speċi mat-tfal u ġuvintur all right, imma mbagħad tibda tikber, tibda tħossok self-conscious. Kienu jtellgħuni sħabi. (Rupert, StI, Q9) L-idea tal-online degree, għalkemm kienet konvenjenti għalija għax nagħmel kollox mid-dar, bdejt inħossni ftit lonely. Meta kont l-università, kont insib is-sapport ta’ sħabi. Il-fatt li kont waħdi, iddeċidejt li nieqaf. (Rupert, StI, Q10)

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Fl-università hemm unit biex jassisti. Fl-ewwel sena, hija importanti ħafna, tirranġa l-lectures, tintegra mas-soċjetà, tkun taf x’għandek tagħmel, kif tapplika għall-eżamijiet u l-gvern għandu bżonn li jssaħħaha. (John, StI, Q11) Meta ġejt biex nidħol l-università, kelli ħabib. Laqqagħni man-nies li kien se jkolli x’naqsam magħhom. Il-planning importanti across the board, all along. (Rupert, StI, Q12) Imma l-università ma tantx jaċċettaw LSAs (Learning Support Assistants) jekk jista’ jkun. Kelli l-għajnuna ta’ sħabi. Jien kont fortunat ħafna li kont qiegħed f’kors illi konna ħdax biss. Konna tim magħqud u konna nkampaw hekk. (Kristof, StI, Q13) Jekk inkun ʼl bogħod jew ikun hemm storbju in the background, dejjem nikkopja minn fuq sħabi għax ma nlaħħaqx in-notes. (Sarah, StI, Q14) Bħala lecturers kollha kienu supportive from the first year till the last u naħseb dik kienet stimolu kbir. Mhux l-ewwel darba li l-lecturers jibagħtulna l-presentations tagħhom via email. (Martin, StI, Q15) Mhux l-ewwel darba li kont avviċinat mill-Head of Department fejn jidħlu diżabilitajiet u ways kif nistgħu ninkludu studenti oħra. (Martin, StI, Q16) First priority li nippuxxjaw l-empowerment tagħna nfusna. Għax jekk ħa nibqgħu b’din l-attitudni li we do things for the disabled and not giving power biex jitkellmu għalihom infushom, fl-aħħar mill-aħħar, l-aħjar parir ħa jiġi minn għandna. (Oswald, StI, Q17) Outgoing. Dik l-approach għenitni ħafna fis-social skills. Dik kienet parti mir-rehab tiegħi barra. (Clint, StI, Q18) Il-fatt li xi ħadd isaqsini, hija xi ħaġa edukattiva. Hija xi ħaġa sabiħa. Sfortunatament issib nies kemm l-università u anke barra mill-università li jaqbdu jagħmlu fattihom, jassumu. (Martin, StI, Q19) Inti għaliex jekk forsi bdiet full-time u nqabdet tqila issa ma tistax tkomplih part-time? Le, għaliex jeżisti full-time biss. (Clark, StI, Q20) Jekk inbiddlu l-pedagoġija li tkun pedagoġija inklussiva u li tkun person- centred, ħa nagħmlu differenza kbira. (Martin, StI, Q21) Jiena kont imdorri fis-sistema tas-sekondarja fejn konna ftit pampered. Meta mort hemmhekk u sibt sitwazzjoni kemxejn differenti, kont daqsxejn maħsud fil-bidu. … Għal min mhux possibbli, nemmem li għandha tinagħtalu LSA (Learning Support Assistant). (Kristof, StI, Q22) Aġenzija Sapport. Jiena sibthom ta’ għajnuna għaliex per eżempju toilet ma nistax nidħol waħdi. Ikollok ħin partikolari. Importanti wkoll naħseb li l-iskejjel ikun jafu bihom dawn l-Aġenziji. (Kristof, StI, Q23)

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Kull persuna fid-dinja għandha l-potenzjal tagħha. U huwa ħasra meta ma nużawx il-potenzjal tal-persuna. (Oswald, StI, Q24) Jekk ma jkunx hemm sapport biex jiena nidħol fid-dinja tax-xogħol, ikun iżjed diffiċli biex insib xogħol. Il-persuna b’diżabilità għandha bżonn li l-futur jiġi mfassal. (John, StI, Q25) Is-soċjetà tħares lejna bl-ikrah u s-soċjetà ma tikkejterjax għalina. Jiena nwaħħal fis-sistema nazzjonali li ma implimentatx, li ngħallmu x’inhi diżabilità, ngħallmu l-persuna b’diżabilità jaċċettaw id-diżabilità tagħhom u jħossuhom komdi jgħixu fiha, u ngħallmu n-nies ta’ madwarhom speċjalment it-tfal x’inhi diżabilità. (Oswald, StI, Q26) Bħala approach, il-ħaddiema l-oħra kienu qaluli li qabel ġejt jiena, kienu ppreparawhom. Forsi ma jaqtgħunix barra jew xi ħaġa. (Rose, StI, Q27) Kienet se ssir xi ħaġa l-ewwel darba. Kien hemm arranġamenti li l-eżami sar hawnhekk fejn ngħix jiena, fl-istess ħin tal-università. (Clark, StI, Q28) Bħala ambjentali, għamilna progress imma m’aħniex naraw il-bżonnijiet tal-persuni b’diżabilità. L-università jkun hemm voice recognition, isem ta’ postijiet u ħsejjes differenti. (John, StI, Q29) Iddur l-università, ċertu postijiet ħlief kolonni ma tarax. Fil-klassijiet mhux l-ewwel darba illi s-sunlight control huwa poor ħafna. … Fejn jidħol markings l-università m’għandekx. Persuna li ma jkollhiex light perception se ssibha diffiċli biex issib post minn ieħor għax m’għandekx ċertu sinjali mal-art li huma tactile. … Mal-bibien, jkun hemm Braille signs jew l-ittri jkunu imbuzzati. (Martin, StI, Q30) Ir-realtà ta’ kors privat. Jiena ppruvajt nattendi, ma stajtx għax tliet sulari taraġ. (Clint, StI, Q31) Dan l-eżami kien ta’ siegħa tul u ġejt mogħti biss kwarta ċans żejda, li kienet naqra qasira għax bil-vuċi ngħid lill-iscribe biex jiktibhom. Jieħu l-ħin, u barra minn hekk, il-ħin wara biex tara l-karta għax inti m’intix tikteb u taqra inti. (Clark, StI, Q32) Fil-Philosophy għandek parti li huwa logic. Lill-persuna li kienet scribe miegħi bdejt ngħidilha kelma, u hi tiktibha kelma normali bl-Ingliż mentri suppost riedet tiġi symbol. … L-università kienu jibagħtuli waħda u kienet persuna taf x’inhi tagħmel. (Kristof, StI, Q33) Il-Braille għadu importanti u sabiħ. Il-kompjuter illum ħa postu. Jien nippreferixxi naqbad il-mobajl jew il-kompjuter u noqgħod naqra mill-internet. (John, StI, Q34) It-teknoloġija, anke l-fatt li għandek online libraries, għandek eluf ta’ kotba. L-iPad fantastiku għax apparti li għandek il-facilità tkabbar u ċċekken, tista’ tirregola anke l-background. (Martin, StI, Q35)

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L-eżami tal-kompjuter, three hours. Anki persuna normali tgħejja wara tliet sigħat, aħseb u ara persuna għama. (John, StI, Q36) Bil-kura li għandi bżonn, ma nkunx nista’ nattendihom. … Hemm grupp ta’ studenti li qed jirrekordjawli l-lectures b’mod awdjo. Għandu jkun hemm l-istrutturi li l-università jkollha distance learning. Qed jagħmluha b’mod ta’ volotarjat. Hija realtà, hemm defiċit. (Clark, StI, Q37)

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Appendix 10 Original texts of the narrative stories

(in Maltese)

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L-istorja t’Alessia As such nipprova ma nħallix id-diżabilità tiegħi tiffukali ħajti. Edukazzjoni inklussiva, li kull persuna hi kif inhi, tirċievi l-istess edukazzjoni bħal ħaddieħor. Kull persuna għandha dritt għall-edukazzjoni. Jiena persuna li ma rridx lil xi ħadd jittrattani ta’ xi ħadd inqas għaliex jiena normali bħall-oħrajn. Kulħadd għandu d-diżabilità tiegħu, ta’ min tidher u ta’ min ma tidhirx. Id-diżabilità tiegħi għalkemm ma tantx nagħti kas tagħmilli l-limiti. Ħafna mill-outings ma nkunx nista’ noħroġ għax mhux aċċessibbli għalija. Lanqas outings ma jiġu rrekordjati, aħseb u ara kemm ħa tirrekordjalek lecture. Xi kultant nuqqas ta’ ħsieb għax meta inti tkun persuna normali in inverted commas, ċertu ħsibijiet ma jiġukx. Meta tkun persuna b’diżabilità li tgħaddi minnhom kuljum, inti ħa tiftaħ għajnejk iżjed fuq dawk l-affarijiet. Il-problema, jien mhux dejjem ikolli operazzjoni fl-istess sptar għax ġieli per eżempju jkolli bżonn nitla’ Malta. M’hawnx home tutoring f’dan il-livell ta’ post-secondary sa fejn naf jien. If I’ll have my teacher talking to me virtually, that will help me a lot. Jekk LSA (Learning Support Assistant) tkun sick, ma nistax niġi għax m’hawnx pool ta’ LSAs. Jien niġi absent. L-università qed niġġieled biex joffruha l-LSA fil-każ tiegħi għax għandi bżonnha. Jiena kelli software peress li ma nistax nikteb b’idi. Imma meta mort insaqsi lit-terapista t’idi, qaltli, “Jien ma naf xejn fuqu!”, min għamilli il-programm, qalli, “Ħeqq dak ma jagħrafx il-vuċi tiegħek, ma nistgħu nagħmlu xejn aħna!” Jiena qatt ma dħalt fi club f’ħajti għaliex mhux aċċessibbli. Naħseb li hija esperjenza li għandi dritt ingawdi. Mhux noqgħod id-dar! L-iskola ma tantx kellha problemi gravi. Il-bieb ta’ barra, dak tinfetaħ bieba waħda. Jekk ma tiftaħx il-bieba l-oħra, irrid noqgħod nistenna biex xi ħadd jinduna bijja u jiftaħli l-bieb. L-bibien tal-klassijiet kollha dojoq. Il-platform lift nużha, imma tbeżżagħni naqra. Għax bl-iskossi u ġieli jekk ma nindunax li xi ħadd tefa’ l-plakka minn isfel, il-lift ma jaħdimx minn fuq. L-iskola l-lift biċ-ċavetta. Imma jien ma nistax indaħħalha b’idi. Persuna normali għaliha l-buttuna tkun hawn fuq jew tkun hemm isfel, ħela, ma tagħtix kas. Why don’t we use ramps to get the person out independently in case of a fire? We are only dreaming! Il-teachers jgħinuni ħafna. L-attenzjoni individwali xi kultant ikollok bżonnha. Nippreferi nibqa’ mal-istess teacher għax tkun drajt il-metodu tiegħu. Tkun tidhra d-diżabilità tiegħi ukoll. At the end of the day, huwa teamwork għaliex jekk inti ma jkollok kuntatt tajjeb mat-teacher, ħa tbati ħafna, mhux ftit. Kelli għalliema li kienu jirrispettaw id-diżabilità tiegħi u rrispettaw lili, imma kelli għalliema oħra li or their way or the high way! The major challenge, it was communication I guess because some teachers didn’t really communicate. They just gave me the homework, did a cross or a very good, but that’s it! U anke l-istudenti bejniethom għax mod tara persuna u tara l-wheelchair biss u mod tara l-kapaċità tal-persuna. Qed niġi appoġġjata. Naħseb l-iktar ħaġa li għenitni f’dawn iż-żminijiet, il-familja, il-ħbieb, il-close friends, dawk in-nies li kelli relazzjoni magħhom, għax dawk jgħinuk mhux biss fiżikament, dawk jgħinuk mentalment. Forsi mhux daqshekk mil-lat ta’ ħbieb. Għax forsi ma jkunux jafu lilek kif inti vera. Naħseb li qed jaċċettawni, imma dejjem trid step

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by step, mhix ħaġa that you’ll click your finger and you’ll get it. Tiddependi wkoll mill-attitudni tal-persuna b’diżabilità lejn l-oħrajn. Naħseb lanqas il-bżonnijiet tiegħi ma jaraw daqskemm jien equal candidate bħall-oħrajn! Fil-każ tal-iskola, iva fl-eżamijiet hemm prinċipji tal-edukazzjoni inklussiva, fil-każ ta’ MATSEC (Matriculation and Secondary Education Certificate) (bord), I don’t think so. Tifla normali ma jkollix dawn l-affarijiet u l-karti u ċertifikati li trid tagħmel. Kont nitlef ħafna lessons biex nagħmel iċ-ċertifikat li jiena stabbli ħa nagħmel l-O-levels. Jiġifieri għalkemm ngħidu edukazzjoni inklussiva għal kulħadd, f’għajnejn in-nies, persuni b’diżabilità mhumiex bħal kulħadd. Jiena naħseb li l-iktar persuni li jista’ jitkellmu huma l-LSA u the school għaliex l-istudenta qegħda l-iskola mhux mas-psychologist. L-iskola bħalma tista’ toħroġ ċertifikat li inti għaddejt mill-eżamijiet, naħseb tista’ tagħti ċertifikat li tista’ tagħmel l-eżamijiet li jmiss. U naħseb jekk il-persuna talbithom minn meta tkun żgħira, id-diffikultà tagħha mhux se tinbidel mil-lum għall-għada, l-istess ħa jibqgħu ftit jew wisq. L-iktar li jista’ jiġri jikbru mhux jonqsu! Naf għax ġrali fil-passat. Xi ftit tas-snin ilu stajt nikteb jien, illum il-ġurnata ma nistax. Bħalissa qed nitħabat biex jagħtuni l-permess għall-A-levels. L-istatementing għalaqli. Ħa jkolli nerġa’ nagħmlu bilfors għal xahrejn. Xi 30 sessions, 800 euro for a report, minn buti. Sinċerament is-sistema kif inhi, ma naqbilx magħha. Għax huma jaraw inti x’għandek bżonn, mhux inti bħala persuna x’inti tħoss. Min ma jistax iħallas, x’ħa jagħmel, jibqa’ mingħajr eżamijiet? Tal-gvern jeżisti imma b’waiting list. Xi ħaġa jrid isir għax ma jistax ikun jekk m’għandekx biex tħallas, tibqa’ mingħajr eżamijiet, għax mingħajr eżamijiet mhux se ssib xogħol. Trid tagħmel sagrifiċċju l-familja kollha biex nagħmel l-eżamijiet. Isaqsuk mistoqsijiet, vera, imma r-report xorta tagħmlu s-psychologist. Ġeneralment l-istudent ma jkollux say. Il-MATSEC mhux lill-istudent ħa jisma’ imma lis-psychologist. Jiddeċiedi l-bord fuq rapport tat-tobba. Ma ngħidx jien x’għandi bżonn. It-tobba jridu jgħidu li jien għandi bżonn l-affarijiet. Ma jkollix għażla. Access arrangements, jien għandi l-iscribe, large print, recording, dak dejjem. Ġieli kelli reader għax jien dyslexic ukoll. Extra time, 25% f’kull karta. Fis-suġġetti kollha għandi dak li jkolli bżonn. Naħseb li l-istudent m’għandux jiġi daqshekk pressurised biex jgħaddi mit-testijiet sempliċi biex jagħmel l-eżami. Jiena diġà għamiltu darba, u l-pressure li tibda tħoss waqt li hi qed tittestjak, qisek qed terġa’ tagħmel l-eżami li trid tagħmel propju. Ma naħsibx li hija ġusta għax at the end of the day, kulma rrid nagħmel l-A-levels. Tinsiex li inti trid tistudja għall-A-levels. Dawn jonqsok waqt l-A-levels jew l-O-levels! Tinsiex li aħna għadna fi stat ta’ adoloxxenti. Ċertu studenti mentalment ma jkunux kapaċi, taking on that stress, allura inti qed tkissirhom minn sempliċiment statement li xi ħaddieħor irid jagħmel fuqek u jrid jiġġaġġjak fuqek innifsek. Inti hemmhekk m’intix qed tiġġaġġja lilek innifsek bħalma suppost tagħmel persuna normali. Qed issib lil ħaddieħor qed jiġġaġġja lilek innifsek minn flokok. Bħal m’għandi kontroll nagħmilx l-eżami jew le, għandu jkolli għażla kif in-nies ħa jiġġudikawni. Hemmhekk qed niksru l-boundaries. Persuna b’diżabilità għandha dritt u għandha r-raġuni biex taħseb għall-bżonnijiet tagħha.

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L-examination centre ma nistax nidħol. Allura l-eżamijiet tiegħi jsiru hawnhekk l-iskola. Ċertu kmamar ma jkunux addattati għalija, bħall-imwejjed biex inkun nista’ nidħol taħthom. Ikunu jridu jirranġaw dak il-ħin, paniku! Ma naħsibx li hija xi ħaġa sensata waqt dik it-tensjoni kollha. Ma tibdix tara l-karta! Jekk ma jkollhomx, noqgħod mingħajr mejda. Mhux l-ewwel darba. Għandi d-dritt li jkolli mejda! Huma għalihom inti just numru. Naħseb li dawk huma affarijiet li kollha jaffetwaw il-persuna hi min hi, mhux għax il-persuna b’diżabilità. Inkun fi klassi għalija peress li jkolli bżonn ngħajjat biex nagħti l-answers tiegħi għax ma nistax niktibhom ma’ scribe u ma’ xi invigilator. Dik ma tgħinx lanqas. Tinsiex li int għandek l-LSA tisimgħek, it-tape recorder u l-invigilator. Jiġifieri inti ħa tibda tiddubita lilek innifsek. Ħa tiżdied it-tensjoni. Tinsiex li inti tkun drajt ċertu sistema u jekk is-sistema tinbidel il-persuna ħa taħsadha. Diffiċli ħafna biex tispjega dak li jkollok f’moħħok peress li dik li tkun miegħek ma tkunx taf Maths u Physics. Għalmenu ikolli ngħidlu iktibli alfa, ikun jaf kif irid ipittirha. Ġieli ndum nofs siegħa nipprova nispjega. Immagina dawn is-sagħtejn jekk ikollok erba’ diagrams. Għalmenu nissuġġerixxi li jekk inti għandek Taljan, għalmenu l-persuna li tkun miegħek tkun taf il-bażi ta’ dak is-suġġett. Mhux biex tgħinek! Biex tifhmek. Ma rrid noffendi lil ħadd, imma ċertu nies li japplikaw għall-invigilation, ikunu naqra mhux ħażin imdaħħlin fl-eta`, il-vista tkun naqsek, is-smigħ ikun naqas u jien waqt l-eżami nixxarrab bl-għaraq biex nipprova ngħaddi mill-eżami! Jien xbajt niġġieled fuq l-istess ħaġa. Tinsiex li l-persuna ma tkunx tafha, min ħa jkun miegħek fl-eżamijiet u trid tikteb xi tliet writing tasks, fi tliet sigħat, xi tliet pages kull wieħed, bħalma għadni kif għamilt. Mhux faċli għall-persuna normali, let alone għall-persuna li trid il-ħin kollu tgħid. Fl-aħħar tgħejja! Jiena l-eżami ta’ suġġett għandu l-coursework ta’ matul is-sena. Kelli orali f’suġġetti. Naħseb jgħin, inti qegħda quddiem l-eżaminatur, qed jarak wiċċ imb’wiċċ, u qed jara inti x’taf. Naħseb dik hija kemxejn ġusta. Jien ġieli kelli appuntament l-isptar. Ġieli kelli li ġie t-tabib mill-Ingilterra waqt l-eżami jew eżatt wara l-eżami jew eżatt qabel l-eżami. Filgħodu mmur nagħmel it-testijiet u filgħaxija qed nagħmel l-eżami! Ma naħsibx li hija ġusta fuqek, fuq ġismek u mentalment. U għar-resit trid terġa’ tħallas! Aħna qed ngħidu min għandu l-flus imur l-iskola, min m’għandux flus joqgħod id-dar. Immaġina li għandi l-missieri bir-relief, u irrid inħallas. Vera għandna l-ismart card (biex nixtru l-affarijiet), imma kemm ħa jdumu jservu? Jiena naħseb li kieku kelli l-missieri f’qiegħ ta’ sodda, nippreferi mmur naħdem milli niġi l-iskola, biex naqla’ l-flus.

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L-istorja t’Elena Ma tantx nitkellem fuq id-diżabilità man-nies. Qisek tibża’ li forsi jittrattawk differenti. Lanqas il-ħbieb, as such lanqas naħseb jafu. Diżabilità xi ħaġa li mhux qed tkun normali, mentali jew fiżika, xi ħaġa qed iġġegħlek li ma tistax tkompli bħal ħaddieħor. Sa ċertu punt barrier, jekk irrid naqra tabella min-naħa l-oħra tat-triq għalija hija barrier. Hemm min jista’ jgħix biha u hemm min le. S’issa mhux qed tagħmilli differenza. Bażikament qisek trid tgħix biha, bilfors, trid jew ma tridx. M’hemmx x’tagħmel. Imma jiena xorta nqum filgħodu nagħmel l-affarijiet bħal ħaddieħor. Ommi u missieri, dejjem jgħiduli, “Stajt tagħmel aħjar.” Jgħidulek, “Erġa’ pprova.” Jiġifieri jgħinuk b’dak il-mod. Imma naħseb li trid tkun int ukoll. Trid tibda taħseb fuq il-pożittiv. Trid tfendi għal rasek. L-istudenti b’diżabilità li jkun hemm ta’ qabel qishom jagħmlu t-triq għal ħaddieħor. L-inklussività hi kultura, qishom l-użanzi tan-nies. Ma naħsibx li qegħdin tajjeb. Jien għadni s’issa, li qed nitlob l-għajnuna, qed inħossni qisni inqas livell minn ħaddieħor għax l-oħrajn jaqbdu jkampaw. B’edukazzjoni inklussiva, kulħadd għandu d-dritt li jitgħallem ugwali. Jekk għandek problema mhux tagħmel ħajtek infern biex iġġib dak li għandek bżonn. Jiena għalija li qegħda fi klassi ma’ sħabi qisha aħjar milli għalquni ġo kamra oħra ma’ tlieta oħra. Chemistry u Biology għandek dak il-grupp eżempju. English hemm dak il-grupp, qisek tpoġġi ħdejn nies differenti. Bla ma’ trid jekk ikollok taħdem in pairs magħhom, tkellimhom. Nies li jafuni qishom jibdew jaħsbu naqra iktar qabel ma’ jitkellmu. In-nies ta’ madwarek iridu jgħinuk biex il-ħajja tkun aħjar, imma ma jistax imbagħad idawru d-dinja kollha biex jiena nkun iktar favorita forsi minn ħaddieħor, għax imbagħad qed inpoġġu n-nies fuq pedestall. Imma hemm bżonn għajnuna u bidliet, forsi rampa. Irid ikun hemm aċċess. Jekk hemm taraġ biss, irrid noqgħod nitlob l-għajnuna ta’ ħaddieħor. Fil-fatt id-diżabilità qed iġġibha iktar għax qed iġġiegħel lil xi ħadd jitlob l-għajnuna biex jagħmel xi ħaġa. Lanqas huwa dritt ta’ min għandu diżabilità biss. Huwa dritt għal kulħadd. Xi darba jew oħra ħa jkollok bżonn forsi titla’ rampa. Naħseb iktar skont it-tip ta’ diżabilità li jkollok. Għall-ġid tiegħu, jekk jiena ma nkunx nista’ nkompli mal-klassi u forsi t-teacher ma jkunx jista’ jinqasam bejn forsi l-ammont ta’ studenti, aħjar ikollok individual attention. Fejn ikun hemm bżonn li jkun hemm xi LSA (Learning Support Assistant) jew għal xi lesson imorru ġo klassijiet oħra imma mhux imbagħad li qisek tagħlaqhom u ma tħallihomx ikunu ħbieb ma’ ħaddieħor, għax dik naħseb l-agħar ħaġa li tista’ tagħmel. Qisek, tagħmilhom għalihom, u mbagħad tippretendi li meta jkollhom tmintax-il sena joħorġu qisu xejn mhu xejn. Kif jista’ jkun qatt ma tgħallimt ma’ nies oħra, imbagħad irrid immur niltaqa’ ma’ nies oħra? Ħa jieħu xokk kbir. Naħseb il-kollaborazzjoni ta’ kollox trid tkun. Jekk inti l-iskola ma tagħtikx assolutament l-ebda opportunità biex tidħol fi klassi normali man-nies, bla ma’ trid diġà m’intix inklussiva. Mit-tfal iż-żgħar trid tibda tgħallimhom. Li jagħmluhom għalihom, it-tfal meta jikbru, jiġu hawn u jaraw affarijiet differenti, ma jkunux qishom xi ħaġa normali għalihom. Ma jkunux draw.

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Jiena kulma rrid nagħmel, jew noqgħod quddiem jew insaqsi jekk ma nifhimx. As such mhux qed intellef lil ħaddieħor. Jiena u ommi konna tkellimna mal-Prinċipal qabel minħabba li ma narax mill-bogħod. Jekk ikolli bżonn, nista’ mmur room 103. Hu kien qalilna li kien se jgħid lit-teachers. Pero’ ħadd ma’ kien jaf li rrid noqgħod quddiem. Ma jikkunsultawnix. Ma tantx kien hemm komunikazzjoni. Jekk hemm tnejn jew tlieta li għandhom xi ħaġa, it-teachers iridu jkunu jafu bihom. Iridu jkunu ppreparati għal kull ħaġa, mhux għax qatt ma ġrat mhux ħa tiġri. Naħseb il-lecturers ma tantx għandhom training fuq ċertu affarijiet għax xi kultant lanqas ikunu jafu li hemm dak it-tip ta’ affarijiet. Ma tistax tiġi tgħallem lil dawn it-teachers biss u lit-teachers ta’ wara ma tgħallimhomx jew tistenna li jkunu jafu waħedhom. Naħseb trid tgħid dejjem għax jekk forsi jkollok bżonn xi affarijiet differenti f’nofs is-sena, forsi tkun iktar diffiċli biex xi ħadd jgħinek milli fil-bidu. Imma imbagħad ma tridx li it defines you. Għax hemm min jekk tgħidlu, jittrattak differenti. Mhux għax mhix xi ħaġa sabiħa għax ikunu jridu jgħinu, imma qisek kultant trid tibqa’ qisek f’livell ma’ ħaddieħor għax in-nies qishom iktar jgħidu, “Mela dik iktar favorita għax hekk.” Kont sick u ħabiba tatni biex nagħmilhom photocopy (in-noti). Konna qegħdin fil-lab u lil ta’ ħdejja għidtilha, “Nista’ nikkupjaha imbagħad x’ħin tlesti?” Qaltli, “Ajma trid issaqsini, mhux ovvja li tista’ tikkupjaha.” Qishom jidraw. Għandi waħda kienet ilha miegħi mill-Form 1. F’kollox jgħinuk. Dawk l-affarijiet qisek tapprezzhom għax kieku trid jew toqgħod ħdejn ħaddieħor jew inkella trid titlob lit-teacher u bla ma trid qisek tiddejjaq quddiem ħaddieħor. Anke jiena lura. Hemm min isaqsini, “Isma’ dik x’inhi?” U jekk inkun nista’ ngħidielu, ngħidielu. Jekk inti inklussiva, jekk eżempju jiena rrid nersaq ’l quddiem, mhux b’dik it-tbatija, toqgħod tinkwieta, jekk ħa ngħidilhom ħa jiksruni quddiem in-nies. Kelli teachers, “Qed tara b’dan, all right?” Bla ma trid tħossok iktar, nistħi. Qatt ma waqqafthom milli jagħmlu l-lessons. La qed inżidilhom l-ħin li qed jagħmlu lessons għax normali nikteb, homeworks normali nagħtihom. Jien ma nħossnix ta’ valur iktar mill-oħrajn, normali, għandi l-istess d-drittijiet, l-istess dmirijiet bħal kulħadd. Naħseb li lecturer ma tridx tkun li jekk forsi tara lil xi ħadd mhux sejjer tajjeb, taqbad u forsi taqta’ qalbek minnu. Trid tara jekk hemmx xi problema. S’issa l-lecturers dejjem tajbin kienu u fejn ma nifhimx jew nara minn ta’ ħdejja jew jekk tkun sentenza kbira ngħidilha, “Dik x’inhi?” Power Point ftit minnhom il-kliem ikunu żgħar, eżempju d-diagrams, il-labelling ninnota jkunu żgħar, in-notes incomplete. Ikunu vera faint. Aħna għandna l-VLE (Virtual Learning Environment), ngħidulu, “Tista’ titfagħhom fuq il-VLE?” Qalilna, “Le, dawk issa, x’ħin inqelleb mhux se terġgħu tarawhom!” Jekk jiena mmur nagħmel complaint fuq teacher, qisek nibża’. Qisek tiddejjaq tgħidilhom biex jiktbu ikbar. Kemm-il darba, “Sir biddel naqra l-kulur għax mhux qed jidher.” Iktar ma’ tisma’ n-nies jgħidu l-istess, tgħid, “Mela nista’ ngħidha. Mhux ħaġa li ħa tagħmillu differenza.” Ma rridx qisni nidher. Jiena għalija grupp żgħir ta’ xi 25 l-iktar 30. Jekk jiena rrid insaqsi question nibda ngħid, “Ħa ntellef dawn l-istudenti kollha.” Ħafna teachers

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eżempju jgħidulek, “Ftit mistoqsijiet.” Imma ma tistax ittihom tort lanqas għax għandhom dak is-sillabu. Jekk tmur tajjeb miegħu tkun l-isbaħ ħaġa tad-dinja imma jekk ma tmurx tajjeb aħjar maqsumin fis-suġġett. Kelli lecturers ġodda fis-second year. L-ewwel darba li mort qaltli, “Għala qegħda bil-frenża, are you blind?” U speċi dak il-ħin, quddiem il-klassi ma flaħtx ngħidilha, “Ijwa.” Ma tkellimtx. U t-tieni darba fl-istess ġimgħa reġgħet qalithieli kienet u mbagħad wara kont mort għidtilha. Qaltli, “I didn’t know.” Missha saqsietni wara. Hi kif qalitha quddiem il-klassi kollha bla ma trid tinħasad. Għoxrin persuna daru lejja u x’se ngħidilha? L-access arrangements għal tal-MATSEC (Matriculation and Secondary Education Certificate) applikajt fil-bidu tas-sena għax konna ġejna nkellmuhom qabel u m’ilux, xahar, xahrejn l-iktar li ġejt aċċettata biex nieħu l-access arrangements. Jiġifieri ma konniex nafu x’se jiġri qabel dak. Tħossok naqa stramba li jien qed nitlob għall-għajnuna, imma l-ewwel irridu ninterrogawk. Trid toqgħod attenta wkoll għax jekk jien eżempju ngħidilhom, “Tajjeb ħassejtni komda bl-A3 imma forsi bl-A4 xorta kont inkampa,” jgħidulek, “Mela tista’ ma tagħmilhiex.” Trid tgħidilhom, “Isma’ vera għandi bżonnhom.” Jiena kulma tlabt il-karta tkun ikbar u l-extra time u tawni. Li għandek il-facilità li titlob għal xi ħaġa hija biżżejjed. Diġà qed jagħtu kas lil min għandu bżonn. Peress li għamluli l-karta kbira A3 m’għamluhilhiex printed double sided, allura nista’ ndawwarha u nħalliha mdendla u ħadd m’hu ħa jikkopja. Itawluhom wisq. Aħna Paper I u Paper II u sagħtejn kull waħda. Moħħok iktar ħa jgħejja. Għalija l-assessments (tal-iskola) li għandhom parti mill-eżami, salvawni. Imma mbagħad l-assessments ċertu minnhom test wieħed jgħodd għall-assessement, composition waħda għal kull term, qisek jekk tmur ħażin f’dak, fallejt. F’eżami (tal-iskola) kien hemm żball u aħna ma konniex nafu bih peress li tkun isseparata minn ma’ l-oħrajn. Kieku għamiltha, x’kien jiġri? Misshom ikollhom lil xi ħadd, “Inti ħa tkun għal dawn, jekk hemm xi żball mur għidilhom mal-ewwel.” Għall-MATSEC (eżamijiet), l-aħjar nibqa’ fl-istess skola mal-klassi tiegħi. X’ħin sirt naf li mhux ħa nkun ma’ sħabi, bla ma’ trid tħoss iktar stress. Jiena iktar komda inkun fi klassi għalija għax mhux joqogħdu jħarsu lejja. Jekk l-invigilators jgħiduli, “Għandek 15 minutes iktar,” sħabek jgħidulek, “Iż-żikk inti għandek 15-il minuta iktar, jien m’għandix.” Jiena la ma kellix bżonnu l-extra time, lanqas użajtu, jiġifieri jekk ħa tiktibuli fuq iċ-ċerifikat, għalxejn u l-karta kbira, xejn ma kien hemm miktub fuqha ħlief il-question bħall-oħrajn. Studjajt bħal ħaddieħor. Inżommu l-punt li l-access arrangement hija għodda biex tgħinek. Ma nafx x’se nagħżel l-università. Irid ikun hemm iktar informazzjoni. Naħseb kumpaniji jridu jiftħu iktar, mhux mill-ewwel qishom jagħlqulek il-bibien. X’ħin toħroġ mill-università, kif ħa nġib l-esperjenza jekk ma jridx jimpjegani mingħajr esperjenza? Ħafna mill-courses m’għandhomx job placement.

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L-istorja ta’ Marie L-edukazzjoni hija dritt. Hija importanti li tikkonsidra l-każ għax kieku ħarġuni minn mainstream, kont insibha diffiċli ħafna. Bħala benefiċċji tal-edukazzjoni inklussiva, qed jitħalltu bejniethom, li persuni b’diżabilità they are getting to know the real world. Ħafna minnhom ikunu sheltered mill-parents. L-istudenti l-oħra they are getting to know different people. Jiġu iktar konxji, jiġu iktar informed. Jiena fortunata biżżejjed li I see both worlds and I am part of both. The word disability doesn’t have to be a negative. People make it a negative. Hemm saying, “You’re only different as long as society allows you to be.” Il-ħaġa hi li persuna tiġi defined mis-soċjetà. Inti bażikament l-istatus tiegħek huwa skont kif tiddeċiedi s-soċjetà mhux skont kif inti bħala persuna. Qed isir ħafna progress, but we still have a lot to achieve. Hemm bżonn ħafna iktar awareness anke fl-iskejjel. Aħna differenti, pero’ d-differenza tagħna m’għandiex tirriżulta f’diskriminazzjoni. Nitkellem openly fuq id-diżabilità tiegħi għax jiena ma nsibhiex bħala disadvantage. Jiena għalija the only outcome illi jista’ jkun hemm illi n-nies jitgħallmu minnha. Inti ma tistax tara l-abilità tiegħek mingħajr ma toqgħod tqis, “Isma’ jiena s’hawnhekk nista’ nasal.” Inkella tispiċċa jkun hemm konsegwenzi jiġifieri mhux ftit. Pero’ mill-banda l-oħra ma tistax tgħid, “Ara dik ma nistax nagħmilha żgur.” Fil-ħajja trid tipprova. Inti jista’ jkollok student illi jkampa waħdu, imma jekk ma jkollux accessibility, waqqaft kollox. Mhux qed nippretendi għal kull ħaġa li għandi bżonn, l-iskola għandha bżonn taddatta għall-bżonnijiet tiegħi. Pero’ mhux qed ngħid li m’għandu jsir xejn. Għandu jkun hemm aċċess għall-informazzjoni. Mhux qed nistenna li l-bajtra ħa taqa’ f’ħalqi imma biex inkun naf fejn hi l-bajtra, trid tgħidli fejn hi s-siġra. Jiena meta jkun hemm xi ħaġa li mhux f’postha jew meta jkun hemm xi ħaġa li hija tajba, m’iniex tip ta’ persuna li ħa nħalliha għaddejja għax ħa taffettwa oħrajn bħali. Mort fil-library t’hawnhekk (post-sekondarja) u l-library tal-università, la audio books u lanqas eBooks m’għandhom. Fis-sixth form għandu jkollna assistive technology li jgħinu lill-istudenti. Allura jekk ikollok l-iskejjel in contact ma’ xulxin fuq dawn l-affarijiet, ikun hawn ix-sharing of ideas u x-sharing of resources. Ma kellix orientation visit. Kienet tkun ħafna iżjed faċli. Fil-bidu tas-sena l-oħra kienu ġabuli LSA (Learning Support Assistant). L-ewwel esperjenza tagħha ta’ LSA! Din kienet issaqsi lili xi trid tagħmel u jiena tħawwadt. LSA fis-sixth form, skont il-każ. Jekk ikun każ bħal tiegħi ma naqbilx li jkollok LSA għax illum il-ġurnata għandna mezzi biex naħdmu. Ħaġ’oħra, qisek qed tnaqqaslu mill-indipendenza tiegħu. Dan inti trid tinkoraġġih biex imur minn klassi għal oħra waħdu, irid ifendi għal rasu. Fis-sixth form forsi jkollok dawk is-sittax, sbatax-il sena, fuq il-post tax-xogħol fejn ha tkun l-LSA? Fis-sekondarja, meta tersaq lejn il-Form 5, l-LSA għandha tibda tipprepara lill-istudent għas-sixth form. Jiena ħassejt differenza kbira filli ħdax-il sena bl-LSA, filli f’daqqa waħda spiċċajt waħdi, ħassejt qabża, ħassejtha diffiċli. Meta dħalt hawn ġew (post-sekondarja), bdejt nidra mmur u nsaqsi jiena u jekk ikolli bżonn xi ħaġa infittixha jiena.

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Għandi ngħidilhom li jiena nieqsa mid-dawl. L-ewwel nett ikunu avżati ħalli jkunu jistgħu jippreparaw qabel. U t-tieni nett, why not? It’s nothing to be ashamed of. Inti studenta hawnhekk bħal ħaddieħor. Jekk ikollok bżonn xi ħaġa, fair enough ngħinuk fl-edukazzjoni tiegħek. Imma jekk dawn l-istudenti taw il-homework f’din id-data, ipprova tih f’din id-data. Dik id-dixxiplina hija importanti. Li kellhom ibidluli kienu l-klassijiet. Issa niżluhomli kollha ground floor biex ikun iktar faċli biex immur minn klassi għal oħra. Personalment ma kellix x’ingerger. L-Administration, dejjem saqsewni, “Għidilna x’għandek bżonn u nagħmluh.” Ma tistax tistħi għax at the end of the day inti ħa tbati u lilek ħa taffetwa. L-istudent li għalaq tmintax-il sena ma jistax jibqa’ clung to the parents. Insib problemi minn studenti li jkunu arroganti, imma jkun hemm tas-security. Ommi minn dejjem tgħidli, “Dawn l-affarijiet ħa ssibhom kullimkien.” Issa esperjenzi bħal dawn ikollok, jew ikissruk, jew ikomplu jibnuk. Peress li First Year repeater bdilt il-Malti peress li l-iscreen reader li jaqleb bil-Malti ħareġ lejn l-aħħar tas-sena l-oħra. Din is-sena nħossha ħafna aħjar. Il-klassijiet naf fejnhom bl-amment. Din is-sena bdejt nuża l-VLE (Virtual Learning Environment). Jekk in-notes ikunu PDF format ma nistax naqrahom għax l-iscreen reader ma jaqrax PDF. PDF format jiġu qisu qegħdin ġo ritratt. Lanqas Dot.doc ma jaqra. HTML jaqrahom. Your presence within the school, qed tikkrea awareness minnha nnifisha. Communication bejn l-istudenti u l-lecturer naħseb li hija importanti ħafna. Is-sena l-oħra kelli lecturer. Kien sabli audio book u bagħtli l-link b’email biex niddawlodja l-audio book u għax it-tieni ktieb ma stajniex insibuh audio version, bagħat email lill-istudenti kollha. Qalilhom, “Għandna bżonn xi volunteer readers biex jaqraw mill-ktieb.” U kien hemm ħafna voluntiera u għandi recordings ta’ studenti differenti. I was impressed. Anke l-lecturers, meta jitfgħu xi ħaġa fuq VLE, “Isma’ inti stajt taqraha dik?” Il-lecturers li kelli s-sena l-oħra draw lili. Imma anke kien ikolli ħafna lecturers jiktbu fuq il-bord u jiena speċi, “Sir!” Issa qed jużaw ħafna il-projector u jiena l-projector għal xejn qiegħed hemm. Imma hemm lecturers li qishom irrealizzaw, qed jaqraw u jiena qed nirrekordja u qed nikteb fl-istess ħin. Ħa jkun hemm alterations, pero’ dawk l-alterations jistgħu jkunu għall-benefiċċju kemm tal-iskola u kemm tal-istudenti. Ħafna għalliema li ltqajt fis-sixth form qaluli, “I’ve never had a special student in my class.” Ġieli l-għalliema jsaqsu lili, “Isma’ x’għandi nagħmel?” Qed jitgħallmu different ways of teaching to accommodate different students. Forsi daqsxejn ta’ żvantaġġ it would be perhaps in the beginning għax it-teacher ikun confused għax ma jkunx jaf kif għandu jaġixxi. Ikun qed jibża’ li mhux ħa jirnexxielu jagħti l-istess servizz. Ma jkunux ippreparati. Ma jkunux esperjenzati. It’s something new għalihom. Naħseb kulħadd għandu bżonn training, f’kull qasam. If the class qegħdin more or less fuq l-istess livell, ħa jimxu iktar, il-lecturer ħa jaħli inqas ħin jispjega. Għall-ewwel naħseb ħadu qatgħa x’ħin rawni ġejja. Imma drawni naħseb. Il-fatt illi għandek dawn il-groups u postijiet fejn l-istudenti jistgħu jiltaqgħu tagħmel differenza. Għandi ħabiba ilna fl-istess skola tlettax-il sena flimkien. Is-sena l-oħra kellna lectures flimkien, kollna qisna aħwa. Din is-sena l-iktar li mmissjajt jiġifieri lill-sħabi.

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Jiena ndum iktar biex nistudja. Nagħmel pause u rewind għax ikun hemm xi ħadd iparla ħdejja. Għalxejn tgħidilhom, “Isma’ jiena rrid nirrikordja għax kif nasal id-dar irrid nagħmel ix-xogħol li intkom qed tagħmlu issa. Xejn, ma jifhmuhiex u ma ntihomx tort. Xi ħaġa ġdida għalihom imma lili taffetwani ħafna. U l-problema oħra li għandi sakemm qed jitkellem il-lecturer, jiena rrid nisma’ l-kompjuter jitkellem ukoll. You have to understand in order to be understood. Jkun hemm studenti li jibżgħu ikellmuni. Jibdew jibżgħu li ħa jgħidu xi ħaġa ħażina li ħa niġi offended. Ġieli ndur nidħaqilhom, imbagħad jiġu jkellmuni. Anke nkun dieħla fil-klassi, “Isma’ hawn id-desks imħarbtin, trid ngħinek tasal fejn trid?” Normalment inpoġġi fejn hemm plakka minħabba l-laptop. Jekk ikolli ħbieb fil-klassi, ma noqgħodx immur għand il-lecturer. Insaqsi, “Isma’ ħadtha din in-note inti, x’qalet hawn, x’ried ifisser?” Sħabi anke mill-klassijiet oħra ikunu tal-istess suġġett ta’ klassijiet oħra jgħinuni ukoll. Ikolli one-to-one invigilator miegħi. Mhix qegħda ħdejja bħalma konna fl-O-levels, tara x’jien nikteb. Jiena kulma kelli bżonn extra time u kompjuter li jaqrali l-karta. Li kelli bżonn, sibtu. Inkun f’kamra jiena biss. Jiena, għandi l-extra time nużah għal kollox. Anke jekk inkun qed infittex key, għandi l-Window Eyes installat fil-kompjuter ta’ fejn inkun se nagħmel l-eżami. Huwa speech synthesiser. Il-laptop ikun tal-iskola. Ikun hemm il-karta fuq Word Document u jiena kemm nikteb bejn il-questions. Imbagħad jiġi technician, jissejvjha fuq pen drive u jipprintja l-karta kif inhi. Sistema tajba ħafna. Anke jekk ikollok problema teknika, jgħinek hu. Jekk inti ħa tkun mal-istudenti l-oħra, jiena l-ewwel li kienet tiġini f’rasi, mhux ħa ntellef lill-oħrajn, nibqa’ biha, nara x’ħa nagħmel. Is-sistema kif qed nagħmilha issa, it beats a scribe, ħafna. L-iscribe litteralment qed tara x’jien nikteb u jiena qisni għandi ħabel m’għonqi. Jiena diagrams ma nistax naħdimhom u mhix fair li joqogħdu jneħħu d-diagrams for my sake fejn hemm studenti oħra li qed jistudjawhom. Is-sistema li qed naħdmu biha bħalissa, li meta jkolli diagram, naqbżu u mbagħad il-marki ta’ dak ma jingħaddux. I think it is fair. Imma jiena għandi inqas x’nagħmel minn ħaddieħor which is not fair on the other students. M’għandix problema b’written exam. Jekk ikun hemm oral, dejjem aħjar għax mhux ħa toqgħod tinkwieta. Oral dejjem għandek a fluent conversation, pero’ m’għandix preferenzi. L-index number tirċivih b’ittra. L-unika problema li persuna bħali, ejja ngħidu jiena ngħix waħdi, kif ha taqrah? Hija sistema tajba li jibagħtu d-dar, imma kieku kellhom jibagħtu email, aħjar, aħna l-istudenti kollha għandhom l-istudent email account. Tal-MATSEC (Matriculation and Secondary Education Certificate) (eżamijiet), m’għandix idea kif tapplika! Tal-MATSEC kont kellimtu meta kelli l-O-levels. L-administration tal-iskola, u anke jiġifieri min-naħa tal-MATSEC, dejjem għall-inqas fil-każ tiegħi, jaraw x’jagħmlu biex jgħinu lill-istudent. Qed jaħdmu id f’id mal-istudent, “Isma’, inti x’għandek bżonn?” Qed tinkoraġġi l-istudent biex jitkellem. Meta tingħata l-opportunità trid tużha. Ma tridx tgħid, “Isma’ mhux ħa nitkellem għax qed nistħi.” Bħalissa qed nagħmel l-istess suġġetti imma qed nistudja d-dar u ħa nagħmel l-eżami bħala private candidate.

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L-istorja ta’ Melanie L-edukazzjoni inklussiva ta’ ġid għax mhux tħossok differenti, tħossok bħal studenti oħrajn. Mhux għax għandek xi ħaġa differenti, xi ħaġa ħażina, jew xi ħaġa nieqsa minn ħaddieħor. Inti daqs studenti oħra. Nesperjenzha l-kultura ta’ inklussività imma għad fadal xi jsir. Inħossni asset għax ta’ madwari ma jgħidux, “Ara dik!” Tiġi fin-norma. Imbagħad xi kultant inħossni burden għax joqogħdu jagħmlu l-access arrangements. Li tkun b’diżabilità ma jfissirx illi inti għandek abilità nieqsa iżda għandek abilità differenti minn ħaddieħor. Is-soċjetà li ġġibek diżabbli għaliex ma tarakx bl-istess mod bħal ħaddieħor. Ċertu nies x’ħin isemmu persuni b’diżabilità jaħsbuha li toqgħod msakkra d-dar. Pero’ il-fatt li tkun fis-soċjetà, tkun qed tgħix magħhom, allura naħseb li dik tagħmel id-differenza. Inħoss li l-mentalità għadna naqra lura, għadna xi ħaġa differenti. Ikun hawn żgħażagħ illi jitkellmu b’arroganza u għalkemm inti tipprova ma tagħtix kas, mhux faċli. Issa jew ħa tħalliha tkissrek jew inkella ħa taddotta attitudni pożittiva lejn l-oħrajn. Xejn m’hemm aċċessibbli. Gravi għax jien darba nkun żgħażugħa. Ħafna frustranti. Hawn għandek l-iżvilupp tal-identità għax inti m’intix numru. Tħossok illi inti parti minn din l-iskola. Li lecturer tistaqsi u tipprova tgħinek well and good, imma mhux tagħmel preferenzi għax għandek bżonnijiet differenti. Dik hija ħaġa li ddejjaqni. Naqbel li jinbidlu l-lecturers għax jekk lecturer ma tkunx qed tifhmu, aħjar tinbidel is-sena ta’ wara. Jien m’għandix xi għajnuna speċjali waqt il-lezzjonijiet. Qisni studenta normali. Ma’ studenti oħra m’hemmx dik il-bond mal-istudent, allura jiena għandi nkun bħal studenti oħrajn. Jien niffoka fuq il-ħiliet tiegħi. Jekk ħa toqgħod tgħid, “Le għax jien ma nistax nagħmel hekk,” mhu ħa tasal imkien. Vera trid taħseb ukoll x’ma tistax tagħmel, imma ssib triq oħra li inti tista’ tirnexxi. Nitkellem fuq id-diżabilità tiegħi. Jekk kulħadd jitkellem fuq il-problemi tiegħu, allura m’għandix għalfejn ma nitkellimx fuq id-diżabilità. Xi ħadd li ma jkunx tkellem ma’ xi ħadd eżempju li qiegħed f’wheelchair, mhux se jkun jaf, lanqas biss jirrealizza x’diffikultajiet issib fil-ħajja ta’ kuljum. Sħabi hekk jgħiduli, “Qabel ma konniex narawha hekk il-ħajja, issa iktar sirna konxji.” Kieku ma mortx skola mainstream, żgur li ma kontx inkun il-persuna li jien issa. Naħseb li nbidlu xi naqra l-affarijiet. Qabel kienet iżjed taboo li persuna b’diżabilità tmur l-iskola ma’ persuni oħra. Jien meta dħalt is-sixth form, ma stajtx nistenna li s-sistema ħa ddur għalija. Jien kelli LSA (Learning Support Assistant) mill-kindergarten jiġifieri tista’ timmaġina x’qabża kbira. Imbagħad xtaqt inkun indipendenti, xtaqt inkun bħal ħaddieħor. Hawnhekk ħadd m’għandu LSA u għalfejn għandi jien inkun differenti, li ma jkollix anke l-libertà, l-indipendenza u l-privatezza tiegħi. Kuntenta ħafna. Tkellimniha mal-Administration u fl-Open Day ġejt mal-mummy nara l-iskola. Għamilna meeting u tkellimna x’jista’ jsir u x’għandu jsir bħala aċċessibilita` kemm akkademikament u kemm fiżikament. Bħala time-table jiena bħal studenti oħra. Bħala kmamar ippruvaw li jekk għandi żewġ lessons wara xulxin, ikunu jew fl-istess sular jew sular differenza biss.

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Il-ġenituri jappoġġawni l-ħin kollu. Jgħinuni nerġa’ nħares b’mod pożittiv. Sħabi wkoll, niftaħ qalbi. Huma wkoll jagħtuni pariri biex jgħinuni nkun pożittiva lejn il-ħajja. Il-ħbieb anke jekk ma tiġix skola jagħtuk in-notes. Lil sħabi ġieli taffetwhom. Iridu jiġu miegħi għax ma nistax immur nixtri mingħand l-istationers waħdi. Dik tħossha, a sense of guilt li ma tistax tmur waħdek għax hemm it-taraġ. Trid bil-fors tiddependi fuq ħaddieħor. L-iskola meta ngħejja nimxi biex immur minn blokk għal ieħor, il-ħbieb jgħinuni. Darba inqata’ d-dawl. Ħabibti għenitni u nżilt it-taraġ bil-wieqfa għax jien ftit nimxi, ftit ħafna għax ngħejja. Kien hemm żewġ studenti li għenu biex inniżżlu l-wheelchair u kien hemm anke tas-security li offrew l-għajnuna. Anke ġieli l-cleaners jekk jarawni jgħafsuli l-lift. Hawn kuxjenza! Quddiem il-library lanqas kien hemm rampa. Tkellimniha u saret rampa qabel dħalt. L-isleeping policeman qasruh għax kont qed niġi la ġenba. Trid toqgħod iddur id-dawra sħiħa biex tidħol fil-bini. Ma stajtx immur waħdi barra l-bini. Sħabi jridu jgħolluni minn wara għax tant hemm ħofor, impossibbli tgħaddi u issa kien hemm il-ħġieġ u ilni ngħidilhom ħafna. Meta rranġawli l-iskola rringrazzjajthom ħafna. Għax għalija li kieku ma kinux dawn l-affarijiet, kienet tkun ħafna diffiċli din l-esperjenza tas-sixth form. Jekk tagħmilhom mal-iskola, tmur l-iskola stess, l-Administration jagħtuk karta timliha u jibagħtu huma l-MATSEC (Matriculation and Secondary Education Certificate) (bord). Jekk ħa tkun private candidate, trid tmur il-MATSEC u tapplika formola speċjali. Naqbel mas-sistema tal-MATSEC għax hawn min jipprofitta ruħu mis-sitwazzjoni. Jien is-soltu 25% (ħin supplimentari) ituni imma tawni 50% għar-raġuni li għax meta kont nagħmel l-O-levels, kienu jtuni scribe. F’A-levels ma tantx hi komuni, ma jagħtuhiex, allura qalli nirranġalek li jkollok 50%. Allura għandi rest break u għalhekk għandi iktar ħin għax jien nikteb bil-mod għax ngħejja. L-eżamijiet tal-MATSEC kienu impenjattivi. Kelli problema, ma ridux jagħtuni l-extra time fl-ewwel eżami, ma tawhuliex infatti. Mela, lanqas laħħaqt. Fil-karti jien għandi miktub, ‘Extra time which may also be utilised as rest breaks’. Ta’ fuqhom, qaltli, “Le dawk rest breaks biss jistgħu jintużaw.” Qed ngħidlek, diżastru l-ewwel eżami. Tal-biżgħa. Ħaditli l-ħin minn tal-eżami. Vera tfixkilt. Dak il-ħin anke ibblenkjajt għax moħħi mhux fl-eżami. Ikkomplejnjajt. Għall-istatement of needs għamilt testijiet. Il-ħaġa hi li imbagħad mhux trid toqgħod tagħmlu kull sentejn dan il-proċess! La kellek bżonnu sentejn ilu, ma tantx hemm il-possibilità li mhux se jkollok bżonn. Allura naħseb jiena lanqas ħaqq li toqgħod tgħaddi minn dan il-hassle kollu. Anki l-mummy toqgħod twassalni ’l hemm u ’l hawn. Is-psychologist u l-physiotherpist tħallsu minn tal-gvern stess. Hawn min jagħmlu privat għax hemm waiting list. Kien qisu eżami għax isaqsuk biex tikteb, “Jekk tkun l-aħħar nofs siegħa tal-eżami, kif tikteb?” Jaraw jekk tiktibx imħanżer. Trid tikteb essay. Għalkemm affarijiet żgħar, imma xorta tħoss eċitament. Is-psychologist mhux lili saqsa, saqsa xi mistoqsijiet lil ommi u saqsa lill-iskola li kont magħha, is-soltu x’nieħu benefiċċju l-iskola eżempju l-extra time. Li nieħu l-iskola, nieħu l-MATSEC. Għalhekk nemmen li mhux noqgħod ngħaddi minn dan il-bord. L-examination centres kollha bil-lift. Jien kelli desk normali. Jiena nkun irridhom naqra slanting peress li ma nlaħħaqx sewwa magħhom. Ma tantx

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naqbel magħha li l-access arrangements jiġu miktuba fuq iċ-ċertifikat għax inti qisek ittimbrata. Hawn ħafna nies li għadhom lura, jaħsbu li għax għandek l-extra time jew hekk, għandek xi vantaġġ fuq ħaddieħor mentri int just tkun qegħda fi żvantaġġ u tkun qed tiġi ugwali bħall-oħrajn. Jiena l-eżamijiet wara xulxin. Lili għenitni ħafna għax mhux ħa nistudja u mbagħad xi ġimgħa wara rrid nerġa’ noqgħod nagħmel revision. Fl-università ma tantx tara persuni b’diżabilità. Meta dħalt hawn, l-università, konna ltqajna mal-persuna inkarigata. LSA nħossha li iktar iġġibek inqas indipendenti. Fix-xogħol ha jkollok LSA? Forsi tkun by choice. L-università tgħinek biex meta ssib xogħol tkun diġa` indipendenti. Il-lecturers għadhom l-istess jagħtuhom il-lectures. Naħseb dejjem ikun hemm post tal-iżvilupp għax il-klassijiet mhux kollha huma accessible. Issa għandna presentation. Il-post fejn inkunu qisu palk u bit-taraġ. Allura jien ma nistax nitla’ fuqu. Allura ma nistax nagħti l-presentation ma’ ħaddieħor. Dawn l-affarijiet trid toqgħod taħsibhom. Għidtilhom u rranġawli, allura ħassejtni inkluża. Jagħmlulna replacement lessons fi klassijiet li lanqas biss ikunu aċċessibbli u ġieli jiġifieri ma jistgħux ibiddlulna. Ċertu affarijiet trid iddum tħambaq. Għalkemm jirnexxielha pero’ kieku eżempju jagħtu iktar kas, kieku hawn biżżejjed awareness, kieku dawn l-affarijiet jiġuhom f’moħħhom mal-ewwel, mhux trid toqgħod tgħidilhom inti. Ċertu għalliema lanqas jistennew illi jaraw persuna b’diżabilità speċjalment meta jkunu għadhom ġodda. Tarhom iħarsu jew jiċċassaw. Ma naħsibx li jkollhom daqshekk taħriġ. Hawn min ma jipprovdix slides jew hawn min iħalli l-islides għaddejjin u hu jitkellem fuq affarijiet differenti. Allura min ma jarax qed jitlef dak li hemm fuq l-islides. Allura naħseb fadal ħafna x’jitranġa. Bħala notes nittajpjhom ħafna drabi. Jew meta ma nlaħħaqx għandi l-permess li nsaqsi l-lecturer u nkun nista’ nirrekordja l-lectures. Hemm min mal-ewwel jiġifieri bla problema ta’ xejn jgħinuk u imbagħad issib min għax qishom iridu mar-regoli, pero’ jiena għandi permess. Il-lecturers imbagħad qishom waħedhom ġew aware għax ikunu drawk. Imma mill-first semester għas-second semester inbidlu. Iktar qed niftħilhom moħħhom. Inkun f’lecture u ninżel waħdi mill-wheelchair u npoġġi fuq is-siġġu. Jibqgħu ċċassati! Jibqgħu mistagħġbin! Iktar ma jgħaddi ż-żmien, iktar qisha qed tiġi ħaġa normali, jidrawk. Għall-ewwel bdejt nistħi naqra, imma mbagħad tidra u jekk ma tagħmilx hekk ħa jibqgħu jaħsbuha l-istess, allura għalfejn? Hawn ħafna stereotyping. Qisu ċirku. L-istudent għandu bżonn l-appoġġ tal-familja, tal-ħbieb. Meta tagħmilha man-nies, meta jkollok il-ħbieb tgħinek emozzjonalment. Jekk l-għanijiet tiegħek ma jirnexxilekx eżempju bl-affarijiet ta’ familja, tal-istituzzjonijet, tista’ ssaqsi l-KNPD (Kummissjoni Għad-Drittijiet tal-Persuni b’Diżabilità) u jgħinuk huma. L-università lanqas naf jekk tagħmilx job placement. Għadni naħdem ġo supermarket. Vera nieħu gost. Jgħinni għax inti tkun qed tagħmilha man-nies. Għall-access arrangements, il-persuna li taħdem hawnhekk għenitni ħafna. Jiena tawni 50% extra time u li l-venue tkun accessible. Naħseb studenti b’diżabilità li jkollhom bżonn xi għajnuna fil-futur, naħseb utli li jitkellmu għax inkella ħa jinqalgħu ħafna problemi u kumplikazzjonijiet. Għax jgħidu, “Kif ma qalulniex qabel?” L-istudent ukoll iserraħ moħħu għax jafu bis-sitwazzjoni tiegħu u jafu x’għandu bżonn biex jikkowpja aħjar.

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Nemmen illi jekk inti ħa tpoġġi persuna ġo skola, l-istudenti ta’ madwarha ħa jkunu differenti. Hekk tiġi inkluża u iktar jissaħħu l-valuri tagħhom. Jekk jien waqaft l-iskola wara s-sekondarja, il-librerija (tal-post-sekondarja) bla rampa kienet tibqa’. Issa min jiġi warajja forsi jiġġieled għal affarijiet oħra. Ma tistax tkun egoist. Li nsemma’ l-vuċi tiegħi, barra milli hu dritt, naħseb li hu dmir tiegħi għax anke jekk mhux se nużha jiena, ħa jużha ħaddieħor.

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Appendix 11 Original texts of inclusive education

supporters (in Maltese)

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Inclusive education forsi fuq il-karti qegħdin tajjeb imma ma nafx fil-prattika. Għadna f’dak l-istadju li l-individwi jirnexxu għax jimbuttawhom ħafna tal-familja u ta’ madwarhom jew tant ikollhom il-kuraġġ individwali imma s-sistemi għadhom not in place. We still depend on the good-will and charity of people. We haven’t arrived at rights yet. Primary u secondary mxejna ħafna u imbagħad tertiary bdejna nnaqqsu u mbagħad jerġa’ iżjed u iżjed meta jiġu biex jagħmlu t-transition to the world of employment. (Veronica, Ac, Q38) Id-diskors tas-social model naħseb li għen. Jien nemmem li għadna lanqas biss bdejna ngħixuh. We are not humble enough to say this hasn’t worked. There are different inclusive systems. Lanqas ikollok bżonn titkellem fuq inclusive education għax hija parti minnha. Inclusive education, we made it equal to the amount of services. (David, Ac, Q39) Fil-primarja għamilna ftit in-roads, fis-sekondarja għandna balbuljata u f’Higher secondary imbagħad lanqas biss nibdew. Il-Kapijiet tal-iskola u l-amministraturi m’humiex konvinti u allura se ssib ċertu diffikultà. Il-problema jiena naħseb li m’hemmx implementation policy. (Alan, Ac, Q40) Ħafna drabi we are reinventing the wheel. Jekk instituzzjoni partikulari għandna sistema li qed taħdem ta’ sapport, ma naqbdux nintrasferixxu dik is-sistema, nitwikjawha daqsxejn u napplikawha għall-instituzzjoni l-oħra. Allura ħafna iktar ħin, stress, trial and error. (Jarod, Adm, Q41) Is-sapport huwa kollu optional. Hija sistema daqsxejn flessibbli. … L-ebda LSA (Learning Support Assistant) ma toħroġ l-istudent mill-klassi. Kif insemmu l-LSA, moħħ l-istudent imur, jien ħa nitlef ċertu lessons minn ma’ sħabi u ħa nkun għalija. Ma jriduhiex. Aħna li nagħmlu nsibu free slot fit-time-table tal-istudent. (Jarod, Adm, Q42) Għandu jkun hemm aktar taħriġ għall-għalliema u LSAs (Learning Support Assistants). Iktar riżorsi edukattivi audiovisual u multisensory. L-evalwazzjoni hija kruċjali biex is-servizz dejjem jiġi mtejjeb. (Gordon, Adm, 43) Mixed ability classes? Iva għax titgħallem tgħix, titgħallem taħdem, u titgħallem tkun f’environment li mhux kulħadd bħalek, lanqas inqas minnek. Nibqa’ ngħid up to a certain level ta’ physical needs. (Timothy, Adm, Q44) Li għandna vera jintegraw. L-istudenti jgħinu lil xulxin. Dan ħa jgħin fl-iżvilupp tal-karattru. Imma hemm min jipprova jgħaddi ż-żmien bihom. Ir-riżultati akkademiċi ma tantx ikunu tajbin. (James, Adm, Q45) Il-gvern irid jagħti ċertu affarijiet. Aħna ma ninagħtaw l-ebda leeway f’dak li jidħol finanzjarju għal dawn l-istudenti. Xejn. Jiena t-tgergira tiegħi hi li l-iskola tingħata flus daqs kemm jingħata lil tifel fil-primarja. (Mark, Adm, Q46) Għandu ikun hemm iktar flessibilità li l-kotba Maltin ikunu available in soft copies. Soft copies mhumiex għal blind students biss. Hawn studenti li għandhom diżabilità fiżika severa, ktieb ma jistgħux iżommuh, pero’ l-iPad, tablet jistgħu jżommuh. (Marica, Adm, Q47)

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Is-SEC (Secondary Education Certificate) u l-MATSEC huma barriers oħra. Minflok li nindirizzaw in-nuqqasijiet, insolvu l-problema billi nwessgħu l-aċċess li twassal kultura ta’ dipendenza, l-attitudni ta’ tini l-access arrangements. Jekk għandek forma ta’ diżabilità, kif nassessjawk bil-mod preżenti it’s not fair, m’hemmx ekwità. Inti għandu jkollok kull dritt għall-orali. Ħafna studenti jaqtgħu qalbhom u ma joqogħdux għall-eżamijiet għax jafu li ma jistgħux juru x’jafu minħabba n-nuqqas ta’ opportunità li juru x’jafu bl-aħjar mod li jistgħu. Għaliex l-entry requirements qed jagħlqu il-bieb għax persuna m’għandix il-Maths jew il-Malti? Dan qed iwassal li l-istudenti qed jintilfu milli jkomplu jistudjaw. (Edmond, Rep, Q48) L-LSA (Learning Support Assistant), ħafna drabi ma jarax lilu nnifsu ħajtu kollha LSA. Qed jagħmlu hekk, as a stop gap measure. Ġab degree, ma sabx xogħol u dan ħa jiġi aċċettat u jidħol f’Ottubru. (Jovan, Rep, Q49) When it comes to post-secondary and tertiary, the cohort is still new to a certain extent. We are still learning the wheel. They would be very willing to help the student, but it’s more of an ad hoc system rather than having a structure and everyone is working along that structure. (Alice, Rep, Q50) Bl-edukazzjoni inklussiva għall-persuni b’diżabilità f’Malta, disappointed ħafna. Mhux qed taħdem. Hemm bżonn isir survey, issir konferenza u jkun hemm l-istakeholders kollha jitkellmu. It-teachers kwazi kollha jgħiduli, “Mela aħna nistgħu nlaħħqu, impossibbli. Taf xi pressure ikollna minħabba l-eżamijiet!” (Louis, Rep, Q51) L-edukazzjoni inklussiva is too expensive and not effective enough. On one side jgħidulek, “Total inclusion, close down all Special Schools.” U the other side jgħidulek, “Dawn it-tfal ma tridhomx ġewwa l-klassi għax mhu qed jieħdu xejn.” (Jovan, Rep, Q52) L-inclusive education mhux qed tirnexxi. Ara kemm qed isibu jobs. Ħafna minnhom xejn, spiċċaw id-dar. Filli qegħdin inclusive education, filli spiċċaw segregated il-Wardija fejn m’hemmx lanqas community participation. … Nappella lill-awtoritajiet biex joffru inċentivi lill-persuni b’diżabilità jattendu skejjel post-sekondarji, jagħtu konċessjonijiet speċjali lill-persuni b’diżabilità li jixtiequ jitgħallmu xi suġġett. (Louis, Rep, Q53) Kull Skola tar-Riżorsa tagħmel parti minn Kulleġġ biex ikunu jistgħu jibbenefikaw mit-teams u mir-riżorsi fil-Kulleġġ. Il-Wardija huwa post-sekondarju. Iż-żgħażagħ mhux biss imorru ħarġiet, imorru anki f’postijiet tax-xogħol biex jagħmlu l-prattika tagħhom. (Mariella, Rep, Q54) M’inhiex daqshekk intiża fuq kif jingħata s-sapport fil-post-secondary. Il-B.Ed. (Bachelor in Education) għadu mhux qed jagħti the right amount of content fuq l-inklużjoni biex jolqot l-attitudni. … Iktar ma’ nipprovdu servizzi, anki l-għalliema qegħdin jaqgħu fuq is-servizz. We have to review x’effett qed ikollhom dawn, mhux qed ngħid li ma jkollniex is-servizzi. (Mariella, Rep, Q55) Hemm bżonn li nirriflettu u nistaqsu jekk is-sistema preżenti hiex forma effettiva ta’ inklużjoni. Inkwetat ħafna dwar il-post-secondary. In-numri ta’

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studenti b’diżabilità huma żgħar. Il-forma ta’ inklużjoni li addottajna hija kultura ta’ dipendenza rather than resilience and empowerment. Tifel mhux kapaci, tih LSA (Learning Support Assistant), din hi is-soluzzjoni preżenti. Naħseb li għażilna filosofija u sistemi ta’ inklużjoni li mhux qed twassal għall-iżvilupp tal-valuri u l-ħiliet ta’ abilitajiet u diżabilitajiet differenti. … Inklużjoni nifhmu integrazzjoni. We need different packages. We still have a charity model that needs to move to a rights perspective. Hemm bżonn ta’ taħriġ f’career training of teachers, LSAs, of Heads and of lecturers. Il-Universal Design for Learning għadu lura. Irridu noħolqu il-fora, ambjent safe fejn ġenituri u żgħażagħ jitkellmu dwar l-inadequacies. (Edmond, Rep, Q56) I can’t imagine like another chunk of the day in training, I think at university before they go out, inclusive education shouldn’t be an option. Għidli x’għandi fil-klassi naqra daqsxejn u that’s it. (Audrey, Fg, Q57) Hemm vera ftit nies li joffru s-sign language ġo klassijiet. Hemm bżonn kbir. Jekk isir training ma jsirx wara l-ħin jew ikun hemm ċertu ġranet allokati apposta, forsi f’September qabel jibdew l-istudenti. (Matthias, Fg, Q58) Teacher ieħor miegħi naħseb li nitfixkel għax vapur b’kaptan wieħed jimxi. Meta kelli l-LSA (Learning Support Assistant), ir-roles kienu defined. Jiena t-teacher u hu qed jgħin lit-tifel. Kien jaf is-suġġett. (Manuel, Fg, Q59) Fil-każ tagħna, the most appropriate exam, that would be an oral exam. Why should 100% of the mark depend on the two-hour exam. There should be partly assessment and partly exam. (Rupert, Fg, Q60) Bħala tip ta’ assessment għandu jkun formative. Dik tgħin mhux nies biss b’diżabilità imma lil kulħadd u jkun hemm parti oral, parti forsi written, ikun hemm aktar visuals. (Matthias, Fg, Q61) Bħala metodi t’assessjar, dawk li l-aktar li jħossu komdu jitkellem fihom jew jikteb fihom. Hu l-prinċipal, hu jrid imexxi. Jiena nagħmel dak li jrid hu. (Arnold, Fg, Q62) L-istudenti mhux f’mainstream qishom qatt mhu se jkunu fin-norma. It’s always the case of us and others, us and them. Meta qed tinkludi nies mhux f’mainstream you learn to see beyond yourself, kemm għall-istudent b’diżabilità u kemm mhuwiex. (Christine, Fg, Q63) Għandna tkun inclusive schooling not inclusive education because our system does not focus on education if by education we mean that we you’ll become a better person than you are now. Jekk tara l-kors għat-teachers jiffoka kollox kif how you manage a class, how you create interesting lessons. (David, Ac, Q64) Sistema edukattiva li toħloq apartheid bejn it-tfal. (Charles, Ac, Q65) Fuq pjan filosofiku, għad għandna ħafna nies li ma jemmnux fl-inklużjoni pero’, imbagħad għandek il-livell tal-kompetenza li hija nieqsa, il-livell ta’ taħriġ

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speċjalizzat li huwa nieqes, u l-aspett li l-ftit li huma tassew kompetenti, imħarrġin u speċjalizzati, mirdumin taħt ix-xogħol. (Charles, Ac, Q66) Mhux qed jidħlu studenti b’diżabilità fl-università. Il-mod kif inhuma ddisinjati l-courses ma tantx jgħinu għal min għandu diżabilità. … Irridu nkunu konvinti illi n-nies jistħoqqilhom iċ-chances u li kulħadd għandu l-mod tiegħu u r-ritmu tiegħu. Ma jkollniex mudell wieħed ta’ edukazzjoni inklussiva li jiffitja fil-primarja, fis-sekondarja, fl-università. Ikun hemm flessibiltà. Kunċett li qed jidħol f’Malta bil-mod, il-Univeral Design. (Alan, Ac, Q67) L-istituzzjonijiet post-sekondarji mhumiex proattivi, mhumiex bis-serjetà qed jippromwovu l-istituzzjoni tagħhom qalb il-persuni b’diżabilità. Kieku hekk, diġà għandna l-infrastruttura f’postha u kieku hawn ħafna iktar milli hawn hawnhekk. (Charles, Ac, Q68) Fir-realtà, illum bit-teknoloġija li teżisti, jekk għandek xi ħadd bi problemi ta’ mobilità, lanqas għandu bżonn jiġi lejn l-università jekk il-platform tal-Moodle jaħdem sura ta’ nies, jekk ikollna blended learning. (Alan, Ac, Q69) Jien ma nafx xi studenti għandi quddiemi jekk għandhomx bżonn sapport. Anke n-numri kbar li għandna. (David, Ac, Q70) I think that flexibility needs to be for all students, imma s’issa hija riġida ħafna, għamilt l-istudy unit, trid tpoġġi għall-eżami. Mhux kull student hu lest. (David, Ac, Q71) Jekk il-campus mhux ħa jsir iżjed user friendly se nibqgħu ma narawx studenti b’diżabilità li jkomplu sal-aħħar sena. Jgħidulek kellhom l-LSA (Learning Support Assistant) magħhom dejjem. Meta ġew l-università ħassewhom totalment mitlufin. Forsi irid ikun hemm transition. (Veronica, Ac, Q72) Nħeġġu l-ġenituri li jgħidulna x’hemm bżonn. Il-ġenituri għandhom rwol importanti ħafna. … Aħna ninfurmaw lil-lecturers x’hemm bżonn billi ngħidu lis-subject coordinator minn x’hiex l-istudent ibati u xi bżonnijiet hemm. Is-subject coordinator jgħid lil-lecturers ikkonċernati. Trid tara jekk l-istudent iridx igħid lil-lecturers. (James, Adm, Q73) L-amministratturi jridu jkunu miftuħin għal dawn il-bżonnijiet. It-teacher irid ikun riċettiv li jaċċettahom ġol-klassi. Kollaborazzjoni bejn il-ġenituri u bejn it-teachers jiġifieri jsibu l-aħjar way li dawn jimxu daqsxejn ʼl quddiem. Il-korpi l-oħrajn, istituzzjonijiet iridu jagħtu l-għajnuna tagħhom. (Mark, Adm, Q74) At university level, għad hawn xi lecturers li jirreżistu milli jibagħtu materjal biex l-istudent ikun jista’ jipprepara ruħu u waqt il-lecture jkun jista’ jinterektja ma’ sħabu. Ma nistgħux nobbligaw lil dak li jkun jibgħat xi ħaġa. Għandu jkollna iktar possibilità ta’ video conferencing, video recording. … Jekk lecturer ikun qed jipprepara l-programme of studies, għandha tittieħed into consideration illi jista’ jkollok studenti li ħa jkollhom bżonnijiet differenti. (Marica, Adm, Q75)

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Aħna nippruvaw ngħinu lill-istudenti, imma hemm ċertu limiti li joriġinaw mill-istess impairment. … L-istituzzjoni tal-edukazzjoni trid tgħin lill-istudent u l-istudent jrid jagħmel il-biċċa tiegħu. Aħna ninsistu li ma jkunx hemm attitudni ta’ miskin. (James, Adm, Q76) Kien hawn studenti b’diżabilità, they were very demanding on their friends, li fil-fatt sħabhom skartawhom bażikament. (Marica, Adm, Q77) Jiena nipprova ngħinhom ikunu konxji tal-fatt illi la ħa joħorġu jaħdmu mhux ħa jkollhom dawn l-arranġamenti mkien probabbli. L-idea tagħna hija illi kemm jista’ jkun isibu coping methods mad-diffikultà li għandhom. (Jarod, Adm, Q78) Kellna studenti li minħabba d-diżabilità tagħhom, aħna konna qed naraw li ħa jsibu problema kbira f’dak il-kors. Nipprova ngħin lill-istudent jiġi konxju ta’ dawn il-limitazzjonijiet, imma finalment id-deċiżjoni ħa jeħodha hu. (Jarod, Adm, Q79) Inclusive education, mhix just għandi l-istudenti kollha fil-klassi. Ċertu integration għandu jsir, but not at the expense of the student and of the class. Hemm kategorija ta’ studenti li għal ġid tagħhom, ma tagħmilx sens li jkunu fil-core class, irid ikollhom xi ħadd magħhom. … Kif student jiġġojnja klassi, irid ikun hemmhekk biex jieħu xi ħaġa. Jekk it’s not the right place li jeħodha fil-klassi, m’għandux ikun hemmhekk. Dritt għandu, kif għandhom l-istudenti kollha jiġu streċjati up to their maximum. (Timothy, Adm, Q80) Hemm bżonn li ssir reviżjoni. Il-materjal li qed jingħad huwa kbir iżżejjed għall-ħin disponibbli. Trid tqis it is not a two-year course. (Mark, Adm, Q81) Nafu illi t-tip ta’ sapport illi noffru permezz tal-LSAs (Learning Support Assistants) irid ikun differenti mit-tip ta’ sapport illi jingħata fis-sekondarja minħabba li hawnhekk l-iskop tagħna huwa li nittrejnjaw l-istudenti għall-post tax-xogħol. L-età dvarja, jiġifieri, diffiċli biex issib student illi jaċċetta illi jkollu LSA one-to-one miegħu, għax hawnhekk ikunu mħalltin ukoll l-istudenti. (Jarod, Adm, Q82) L-università mhumiex jingħataw iċ-chances kollha li jkomplu. … Kellna student, ġab il-MATSEC certificate tal-A-levels mat-tielet sena, pero’ l-università għalqulu l-bieb f’wiċċu għaliex qalulu, “M’għandekx l-O-levels.” (Mark, Adm, Q83) Fejn possibbli l-assessment methods huma l-istess bħal ta’ studenti oħra. L-iżjed problematika hija fejn hemm tpinġija bħala diagrams speċalment meta l-persuna tkun nieqsa mid-dawl. Għalhekk huwa importanti l-career guidance biex jintgħażlu suġġetti addattati u l-istudent ikun jaf x’hemm fl-eżami. (James, Adm, Q84) Għandna numru kbir ta’ studenti illi wara s-sekondarja jmorru jagħmlu kors privat. F’Malta qed noffru l-istess degree f’istituzzjonijiet edukattivi imma qed inżidu affarijiet oħra magħhom li huma l-key skills. Dawk it-tip ta’ courses

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jidhru iktar relevanti, iktar jattiraw studenti għax inti fil-verità, qed tistudja dak li għandek bżonn. (Jarod, Adm, Q85) L-extra time is a very good help, anki minħabba l-processing, l-għajja. Għandha tingħata l-option f’assessment lil kulħadd jekk aħna rridu nimplimentaw l-inklużjoni. (Marica, Adm, Q86) If the goal is employment and you expect to have an adult sitting next to you throughout the working day, it’s not going to work. (Jason, Rep, Q87) Il-blended learning huwa ideali. … You should go to free MOOCs, li huma Massive Open Online Courses. Fejn jidħol virtual education għadna mmens lura. (Jovan, Rep, Q88) L-aċċessibilità mhux rampi biss imma hija aċċessibilità fil-pedagoġija, fil-kurrikulum u fl-assessjar. (Edmond, Rep, Q89)

The administration tell us. Tad-Data Protection, if I’m responsible for them, I need to be aware of my responsibility. (Rupert, Fg, Q90) Anka l-fatt li you tagħti vuċi lill-istudent, in a way, that’s already helping the student learn more about him or herself. (Christine, Fg, Q91) Disclosure it’s very important. Meta japplikaw isaqsuhom jekk għandhomx bżonn xi għajnuna u jispjegawlhom li mhux ħa jiġu ppreġudikati anzi l-oppost. Il-counselling kienu qed jagħmlu xi peer support. (Dennis, Fg, Q92) Irid ikun hemm naqra mit-tnejn. Trid tkun cocreation, irid ikun hemm dialogue, feedback, imqar after the lessons ħalli aħna nippreparawhom għar-realtà. (Dennis, Fg, Q93) It’s not just a service, there’s education, there is role modelling, there is student formation of values. … I’m teaching the same group, she’s not part of the group anymore, and the group is not as connected as it was last year. She was a pivot. She was an opportunity for other people to practise virtue. (Rupert, Fg, Q94) Jekk għandek persuna li juża wheelchair tinduna d-diżabilità tiegħu x’inhi, min ikollu diżabilità oħra ma tkunx taf, għax ma tkunx tidher. Allura tkun diffiċli jekk ma tkunx infurmat b’xi psychological report jew xi medical report. Ftit mil-lecturers ma jkunux jafu b’ċertu student li jkollu diżabilità għax hu jistħi jgħid. Dawn ikunu 16 year olds, u jibża’ li jiġi rredikolat. (Matthias, Fg, Q95) Jekk ħa jkollok a very disruptive student, there you have an issue. Wieħed irid jara għaliex qiegħed disruptive dan it-tifel. (Dennis, Fg, Q96) Ir-realtà tas-sillabu u tal-livell rikjest tal-università jew il-MATSEC bord. Mhux biżżejjed lill-għalliem, “Isma’ għandek dan l-istudent, wasslu għal dan.” Għandek klassi ta’ tletin. Kif se nlaħħaq? (Carl, Fg, Q97)

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We all have a right to education, but as long as no one is suffering. As long as the teacher can carry on with the lecture and no one is suffering it’s ok. If one or the other is suffering, there has to be a compromise, pero’ jekk inti għandek deadline, what type of comprise are you actually come up with? I would much rather teach them separately, imma at least I know no one is being frustrated. (Rupert, Fg, Q98) Is-syllabus huwa daqsxejn crammed. Jew isir ta’ tliet snin u jibqa’ l-istess syllabus jew inkella s-syllabus jiqsar ftit biex inti jkollok iktar ċans tagħti kwalità mhux kwantità ta’ information. (Manuel, Fg, Q99) Ħafna focus fuq different teaching, differentiated teaching strategies u li naddattaw għall-istudenti w imbagħad eżami wieħed. Ikun hemm l-aims għal kulħadd imma b’modi differenti kif jilħquhom, li jkunu iktar orali l-eżamijiet. Ma tantx għandna say. (Yolanda, Fg, Q100) MATSEC board needs to reform itself to make it accessibble għal dawn l-istudenti. Nipprova nagħtiha n-notes bil-format li tridhom ħa tkun tista’ taċċesshom, but there is still a limit kemm tista’ tagħmel. Jekk il-MATSEC, l-iskola, is-sistema edukattiva tgħidlek trid tkun inklussiva imma fl-istess ħin tħallik bla għodda, x’se nagħmel jien? Is-sapport li jrid jingħata lill-għalliema fuq livelli kollha, finanzjarju, amministrattiv, pedagoġiku anka psikoloġiku. (Carl, Fg, Q101) Il-bini huwa antik. Il-klassijiet mhux kollha mgħammrin bl-overhead projector. Internet m’għandniex. Sistema ta’ speakers m’għandnix. (Manuel, Fg, Q102) Fil-postijiet il-ġodda, il-ħitan huma singlu. Tixgħel naqra sound, jinstema’ fil-klassi ta’ ma’ ġenbek. Meta kelli l-klassi kbira, l-istudenti nħosshom mitlufin. Ma nistax noqgħod ma’ ġenbha din biex tismagħni l-ħin kollu. Imma ninstema’ bl-eku min-naħa l-oħra. (Carl, Fg, Q103) Mela s-suġġeriment tiegħi huwa propju dan li inti tibni lill-individwu kmieni f’ħajtu, tappoġġah bl-aqwa servizzi kmieni minn ħajtu biex imbagħad it-transizzjoni mis-sistema obbligatorja għas-sistema post-sekondarja u terzjarja tkun waħda normali u naturali. (Charles, Ac, Q104) Ikun hemm aktar kollaborazzjoni kontinwa bejn il-livell post-sekondarju u aġenziji li joffru sapport dwar taħriġ u impjiegi. (Gordon, Adm, Q105) Meta l-istudenti jaslu hawnhekk (l-università), jiddependu fuq l-LSA (Learning Support Assistant) u fuq il-ġenituri tagħhom. Wara tliet xhur, l-istudenti jieħdu l-indipendenza, imma jaħasra kieku jiġu ftit qabel ippreparati! Fejn hu possibbli naħdmu ħafna fis-sajf biex nippreparawhom. (Marica, Adm, Q106) Fil-Form 5, is-sapport irid jonqos bil-mod għaliex l-istudent kif ħa jiġi hawnhekk (post-sekondarja) ħa jsib realtà differenti. Ma rridux illi l-istudent jieħu xokk u jieqaf jew ma jidħolx hawnhekk. Għandna Transition Officer. Dan xogħlu huwa li jara l-istudenti kollha li għandhom xi bżonnijiet partikolari. Hu

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jkun il-link bejna u l-istudenti li għad iridu jiġu s-sena ta’ wara. (Jarod, Adm, Q107) Għandu jkun hemm proċess ta’ transizzjoni strutturata bejn is-sekondarja u l-livell post-sekondarju. Jingħata servizz ta’ Inclusion Coordinator f’dan il-livell u tingħata aktar flessibilità lill-istituzzjonijiet post-sekondarji fit-twettieq ta l-IEP (Individual Educational Programme). (Gordon, Adm, Q108) Irridu nikkonsidraw li ħafna mill-bini huwa antik u l-bżonnijiet ta’ nies b’diżabilità ma kinux jingħataw importanza. Hemm problema ta’ flus. Ninkoraġġixxu lill-istudenti biex jitkellmu dwar dak li għandhom bżonn. (James, Adm, Q109) Il-MATSEC tipprova takkomoda kemm jista’ jkun. … Naħseb lil dawn l-istudenti, anke lill-ġenituri jkollhom bżonn ituhom iktar informazzjoni, x’għandu bżonn isir matul iż-żmien, meta għandhom bżonn updates. Li qed tinkwetani hi, l-iSpecific Learning Difficulties Service. Jekk speċifikament jgħidulek inti trid tagħmlu t-test, mhux tipprova tgħidli le. Omm qaltli, “Jekk nagħmel test privatament tiġini mat-300 euro.” (Mark, Adm, Q110) Il-problema l-ikbar li hemm għall-physically disabled huwa t-trasport. Trid iddum sagħtejn qabel tistenna biex tmur l-iskola. Jispiċċaw iwassluhom il-ġenituri tagħhom. (Louis, Rep, Q111) Until you are 16, classroom support is provided, fairly generous examination arrangements, equipment is provided. When you go to post-secondary education, it’s a big shock for the disabled person and for the parents. Ma jkunx sar biżżejjed xogħol kemm mill-ġenituri u kemm mill-iskola biex dawn il-props jitneħħew naqra, naqra. (Jason, Rep, Q112) L-iktar tool importanti huma l-istudenti, li nkunu nafuhom sew, li jkun hemm relazzjoni tajba mal-parents. (Yolanda, Fg, Q113) Ħafna mir-rampi li hawn l-iskola saru dak iż-żmien meta kien hemm bżonnhom. (Arnold, Fg, Q114) Having the ramp at the back, qisek qed iddaħħlu mill-bieb tas-seftura, which is to say the least, humiliating! (Sean, Fg, Q115) L-istruttura tagħna għandhom weekly job placement. F’Malta jrid jiftaħ aktar employment li jkun supported. Employer ġeneralment jippreferi jħaddem individwu li għandu diżabilità just qiegħed f’wheelchair milli diżabilità intelletwali għax dan jista’ jagħmel xogħol fuq il-komputer u xorta jkun qed iħaddem lil xi ħadd b’diżabilità. (Matthias, Fg, Q116)