https://www.um.edu.mt/library/oar/handle/123456789/146378 2026-05-13T10:03:35Z 2026-05-13T10:03:35Z https://www.um.edu.mt/library/oar/handle/123456789/146410 2026-05-13T07:43:25Z 2026-03-01T00:00:00Z

Title: Teaching students with disabilities in post-secondary institutions : educators’ perceptions Abstract: The right of students with disabilities to pursue higher education is being increasingly recognised while simultaneously being regarded as a new challenge. This study explored the perceptions of educators teaching students with disabilities in post-secondary institutions in Malta, using an explanatory sequential mixed methods design. In the first phase, a quantitative survey (n= 150) was conducted to obtain a general understanding of educators’ perceptions, strategies used, and training and support needs. In the second phase, ten educators participated in semi-structured interviews: six from academic institutions, and four from vocational institutions. Quantitative data were analysed using SPSS, while qualitative data were analysed using reflexive thematic analysis and NVivo software. The results from both phases were integrated with the aim of answering the research question. Survey data indicated significant positive correlations between the three generated educator perception scales: positive attitude towards teaching students with disabilities, sufficient training and support, and extensive and effective use of different strategies. Interview data confirmed and supplemented the survey data. Four main qualitative themes were identified: educators embraced a generally positive attitude towards students with disabilities; navigating practical challenges; educators used various strategies to enable student participation; and calls for improvement of a more inclusive system. Educators in academic institutions reported more challenges and less support compared to those in vocational institutions. The findings call for several systemic changes, including improved communication and more seamless transitions to post-secondary education; more accessible institutional support and resources; and practical and tailor-made training for educators.

2026-03-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146409 2026-05-13T07:35:34Z 2026-03-01T00:00:00Z

Title: Examining the impact of bilingualism on verbal fluency Abstract: Maltese citizens are uniquely distinguished by their ability to switch interchangeably between Maltese and English, making code-switching a common feature of everyday communication. This phenomenon differs from traditional findings in bilingualism, where one language usually exhibits greater dominance over the other. The present study investigated the impact of bilingualism on verbal fluency in the Maltese context, using a quantitative research design. The study examined differences in semantic verbal fluency across three language conditions: Maltese-Only (n = 20), English-Only (n = 20), and No Language Restrictions (n = 20). A total of 60 adults over 18 (females, n = 41; males, n = 19) were randomly assigned to one of the three groups. Each participant completed a demographic questionnaire, the Maltese Word Reading Test (Bartolo, 1988), and the Vocabulary subtest from the Wechsler Adult Intelligence Scale (WAIS-IV; Wechsler, 2008) to assess their language proficiency. Participants also performed a semantic verbal fluency task using the three most commonly used measures: animals, fruits, and vegetables. Data was analysed using a One-Way ANOVA. Results showed that the No Language Restrictions group achieved the highest mean verbal fluency scores, followed by the English-Only and Maltese- Only groups. Post-hoc comparisons revealed significant differences between the No Language Restrictions group and the English-Only and Maltese-Only groups. However, no significant differences were found between the English-only and Maltese-only conditions. This study confirmed the hypotheses that participants in the No Language Restrictions group produced more words than those in the Maltese-Only or English-Only groups. It also confirmed that participants in the English-Only group produced more words than those in the Maltese-Only group. Future studies should explore the cognitive and linguistic factors contributing to these group differences. The study findings also highlight the importance of accommodating bilingual language modes during verbal fluency testing.

2026-03-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146408 2026-05-13T07:31:26Z 2026-03-01T00:00:00Z

Title: Making sense of diabetes through art : exploring emotional expression and adaptation in adolescents living with type 1 diabetes Abstract: Adolescents living with Type 1 Diabetes Mellitus (T1DM) are required to navigate complex emotional, developmental, and identity-related challenges alongside the daily demands of illness management. While verbal methods remain central to psychological assessment and research, they may not fully capture the nuanced and embodied nature of adolescents’ lived experiences. This study explores the use of artistic representation as a medium through which adolescents with T1DM express, reflect upon, and communicate their experiences of living with a chronic condition. Seventeen adolescents diagnosed with T1DM were invited to create an artwork representing their personal experience of the condition, followed by a narrative explanation of their drawing. Using a constructivist grounded theory approach, analysis remained closely aligned with participants’ own meanings, avoiding interpretative assumptions about the artwork itself. The findings highlight expressive art as a powerful facilitative process that supported emotional catharsis, reflection, and communication. Five key analytical categories emerged: (1) art-making as a cathartic emotional experience; (2) the use of colour to give form to emotions and lived experiences; (3) artistic representation as a reflective practice; (4) art as a means of communicating with others and fostering understanding; and (5) visual narratives of adaptation, growth, and acceptance. Participants depicted a wide emotional spectrum, including fear, sadness, anger, pride, resilience, and hope, while also illustrating the life-altering nature of diabetes, the importance of social support, and personal journeys toward self-acceptance. The visual outputs—ranging from monochrome depictions of isolation to vibrant symbols of growth and strength—offered insights that extended beyond verbal accounts alone. These findings suggest that incorporating art-based approaches within paediatric health psychology can enhance emotional expression, meaning-making, and relational understanding. Artistic methods may therefore represent a valuable adjunct to assessment and intervention when working with adolescents living with chronic illness.

2026-03-01T00:00:00Z