Voices of Inclusion: Perspectives from Maltese Education Stakeholders

This research reviews the effectiveness of inclusivity of educational services for students with diverse learning needs (DLN) in Malta's educational system from the perspective of inclusive education stakeholders. A mixed-method research design was used to collect the data. One hundred and two educational stakeholders directly involved in inclusion, including school leaders, inclusion specialists, and Learning Support Educators (LSEs), participated in the study. The study aimed to identify systemic obstacles hindering the quality of services received by students with DLN. The investigation focussed on both the initial phases and ongoing support services. A thematic analysis, integrated with descriptive and inferential statistics, was used to analyse the responses. The results highlighted the pivotal role of inclusive education in providing fair opportunities for all learners. Challenges identified involved bureaucratic complexities, lengthy assessment waiting periods, and insufficient physical and human resources. Participants also highlighted the lack of ongoing professional development for educators as a significant barrier to effective inclusive education. Furthermore, the competitive academic atmosphere in Maltese schools was recognised as a difficulty in fostering inclusivity. The study's recommendations advocate for policy adjustments to streamline bureaucratic procedures and reduce assessment delays, ensuring prompt identification and assistance for students with DLN. Results highlight the importance of strengthening support systems, including enhancing access to specialised services and facilities like multi-sensory rooms and calming spaces, which are crucial for meeting the diverse needs of these students within the school setting. Additionally, the need for continuous professional development is emphasised to provide educators with the necessary skills for successful inclusive practices. The research also highlights the need for a cultural shift within the educational setting, promoting empathy, understanding, and acceptance of differences to cultivate a genuinely inclusive school culture. These proposed cultural and systemic changes are vital for overcoming the identified challenges and enhancing educational outcomes for Malta's students with DLN, contributing to the broader discourse on inclusive education.