Include me - I belong early intervention support services for children with social emotional difficulties : primary teachers' perspectives

Abstract

The aim of this study is to explore the perceptions of nine Early s' Primary teachers and three Heads of Schools on the provision of early intervention support services for young students with SEBD in Maltese schools. For this intent, an emancipatory approach was espoused throughout this research, and semi-structured interviews were utilised to identify and discuss the effectiveness of the provision of support available in the early years of primary education. Moreover, this qualitative research enabled teachers as front-liners in the provision of support, to suggest supportive practices that could enhance the inclusion of their young learners with SEBD at their school. Through their perceptions, teachers have emphasised the need for: professional training on skills and practices that provide more inclusive and early intervention support for young children with SEBD; an increase in experts within this field to be based in schools to provide effective, regular and sustained support; and a more structured provision of interagency support from the present support agencies to provide holistic assistance for the students and make them feel to belong at their own learning environment from the early years of primary school.