OAR@UM Collection:https://www.um.edu.mt/library/oar/handle/123456789/786162024-03-28T13:53:40Z2024-03-28T13:53:40ZBeing in the presence of a person with an autism spectrum condition does not guarantee acceptanceBonnici, CynthiaBartolo, Paul A.https://www.um.edu.mt/library/oar/handle/123456789/790482021-07-30T07:32:53Z2021-06-01T00:00:00ZTitle: Being in the presence of a person with an autism spectrum condition does not guarantee acceptance
Authors: Bonnici, Cynthia; Bartolo, Paul A.
Abstract: The purpose of this study was to examine Maltese young adults’ knowledge and perceptions of individuals with an Autism Spectrum Condition (ASC). Social Representation Theory was utilized to inform the study on the possible ways participant’s perceptions were shaped. Particular focus was given to the way participants interpreted the behaviour, abilities and potential of people with ASC and whether the information acquired aided the acceptance of their peers with ASC. The study applied a qualitative approach: a sample of eight participants, aged between 18 and 24 years, responded to a semi-structured interview. Thematic analysis of data uncovered six main themes. These included three levels of respondents’ perceptions of ASC stemming from participants’ experience and knowledge of ASC, that were in turn associated with three levels of acceptance of people on the spectrum. The findings suggest that being in contact with persons on the autism spectrum does not necessarily translate into acceptance, highlighting the importance of providing peers and society with explanations of behavioural differences manifested by individuals with ASC in order to reduce uncertainty and facilitate inclusion.2021-06-01T00:00:00ZEducation and training policyCassar, Ralphhttps://www.um.edu.mt/library/oar/handle/123456789/790462021-07-30T07:31:51Z2021-06-01T00:00:00ZTitle: Education and training policy
Authors: Cassar, Ralph
Abstract: The Maltese National Vocational Education and Training policy assumes that post-compulsory VET should be geared towards skill acquisition, to build a country’s human capital and to impart useful knowledge to students. The assumption is also that VET should target disadvantaged groups and students with different educational needs; those less academically inclined, and those at risk of dropping out of school. The constant reference to employer involvement, and of economic considerations mirror the goals set out in EU documents. Social inclusion is assumed to be achieved through investing in Human Capital. However, one aspect of the policy that could be construed as actively promoting social justice is the transformation of the main state post-compulsory vocational college, the Malta College of Arts, Science and Technology (MCAST), into a comprehensive institution, offering a seamless path from FE to HE. Hurdles to this vision are discussed, including the negative public perceptions of non-traditional paths to HE and the risk of MCAST focusing on higher-status courses, at the expense of supporting students from lower levels to ‘make the crossing’ to higher levels. The jury is also still out on whether the comprehensivisation of MCAST will spread equity and social cohesion, and strengthen society through cooperation, participation in the democratic life of a country and empower people to participate effectively in society, including, but not exclusively in the economy.2021-06-01T00:00:00ZEnglish language proficiency and overall academic performance : a question of inclusive practice in Maltese vocational educationZammit, NadyaMuscat-Inglott, Matthewhttps://www.um.edu.mt/library/oar/handle/123456789/790102021-07-29T11:29:17Z2021-06-01T00:00:00ZTitle: English language proficiency and overall academic performance : a question of inclusive practice in Maltese vocational education
Authors: Zammit, Nadya; Muscat-Inglott, Matthew
Abstract: In this paper, we explore the effects of English as a medium of instruction in Maltese further vocational education settings, in the context of inclusive educational practice. Given the existing heterogeneity of English proficiency among students in Malta, our study aimed to investigate the association between English language proficiency and overall academic performance in a local vocational education and training institution. Using a generally postpositivist approach, quantitative survey design incorporating a standardised English proficiency assessment, followed by a descriptive and inferential statistical analysis of the data, we found little evidence to support the notion that English proficiency and overall academic achievement were correlated. While students reportedly perceived certain difficulties in their studies as a result of English-medium instruction, this had no adverse effect on their grades. While our findings do suggest a proclivity for inclusive practice, we also suspect that grading practices may be favouring content knowledge over language proficiency, possibly at the expense of field-specific and general English language mastery. Further research is needed to understand the interrelationships between English proficiency and inclusive educational practices in local vocational settings.2021-06-01T00:00:00ZFactors that affect the experience of smooth transitions across educational sectors in Malta on disabled young people with sensorial disabilitiesMarić, Lilianahttps://www.um.edu.mt/library/oar/handle/123456789/790092021-07-29T11:28:05Z2021-06-01T00:00:00ZTitle: Factors that affect the experience of smooth transitions across educational sectors in Malta on disabled young people with sensorial disabilities
Authors: Marić, Liliana
Abstract: This article focuses on the factors that enable or limit smooth
transitions across educational and employment sectors. Smooth
transitions have an impact on the element of continuity on the lived
experiences of disabled students and other stakeholders. The
mixed-methods study explored the experience of inclusive
education of disabled students with physical and sensorial
disabilities in further and higher education in Malta. In this paper
I reflect on the data obtained from one-time semi-structured
interviews with disabled young people that have attended or were
attending further and higher education at the time of data
collection. The participants’ reflections provided examples of how
the quality of the lived experiences of inclusive education
influences identity and academic development throughout their
educational journey. The dynamics within and across educational
institutions influence the extent disabled students develop agency,
empowerment and self-advocacy. A collaborative approach among
stakeholders or the lack of it has an impact on disabled students to
develop one’s full learning potential and find employment. The
reflections signify that inclusive education is not just a matter of
having one’s right met, but its short-term and long-term
effectiveness is highly dependent on the quality of the students’
experiential continuum within the educational institutions.2021-06-01T00:00:00Z