Description

INCLUSIVE EDUCATION IN MALTA

MALTA EDUCATION SYSTEM:

Ministry of education and environment in 2012 released the national curriculum Framework for all. It envisages inclusive education which is designed to achieve the goal of all types of learners under one roof. In simple words, it is to transform the selective educational arrangements into the comprehensive one. It enforces the foundation of lifelong learning and working towards the formal qualification. The latest Framework aims at providing a flexible and diverse path for all learners and includes them in the field of education. It also tries to minimize the percentage of absenteeism among students in an early age group. It emphasizes three core of learning areas viz. Inclusive citizenship and employability. (NCF, 2012)

According to the Malta Union of teachers report 2011, inclusion in NCF only means disability and it lacks in keeping its vision beyond disability.  They raise the issue of incorporating the difference between mixed ability teaching and inclusion. (Borg, 2012)

HISTORY:

Among all the European members' states, Malta has the highest percentage of learners with disabilities. A large number of a school going population needs mainstream education. There are about 5% of children with special education need. This data is highest among all the European Union countries. The history traces from 1978 where the Warnock report researched the children's food is in demand for special education and facing difficulties in the then education system. The inclusive education program in Maltese schools was conducted in 1998 which was followed by training and support for the teachers and the role of special educators. The four special schools were designed in 2009 with reference to the review of the 2005 plan. One school was chosen for primary two for secondary and one for young adults. These are set up to provide the service to mainstream school and also to support the learners with complex needs. (NCF, 2012)

DEFINING INCLUSIVE EDUCATION:

Inclusion in education means to include everyone. Everyone signifies all types of learners. Which include differently-abled persons and normal people. When the educational needs of both are fulfilling in the same classroom and the same building then it is said to be inclusive education. Besides features of inclusive education, Schools need to be made available to remove barriers and obstacles leading to exclusion. Inclusive education is not concerned with learner but helps to Know barriers that hinder the learner to assess opportunities in the class.  These various needs to identify and environment and school culture need to be established by the mainstream education system. Social education aims to increase the ability of the system to give responses to all the learners and their diverse needs. The local education system is transforming itself to watch social education from a one-size-fits-all education model that leads into an inclusive system. Diversity and needs of learners are as follows:

First is cognitive learning diversity that includes learners with multiple learning difficulties intellectual disabilities and high ability learners as well. Second is multiculturalism and language diversity this involves learners who are from minorities and also need help learn English along with asylum seekers. Religion and beliefs diversity is the third type of diversity-related to learners who belongs to a different religion or different religious belief. Diversity is a social-economic diversity. This includes that type of learner who is are poor and at risk of exclusion resulting from socio-economic difficulties. The fifth diversity is gender and sexual diversity which includes that type of learner who is of different gender different sexual orientations whose parents are of the LGBT IQ community. Physical and psychological diversity is the sixth and last type of diversity this involves learners who are with an emotional challenge, physical or sensory impairments.

The main focus of inclusive education is to understand the learning pattern of children identify and remove the barriers in the way of the learning process and to strengthen internal capabilities.

Examples of inclusive education are:  when a wheelchair user is assisted by minibus for commutation to school then he or she is equally competent against the normal user. A student having dyslexia is provided with audiobook rather than reading tools. Arrangement of separate lessons by sign language teachers to assist the deaf pupils.