https://www.um.edu.mt/library/oar/handle/123456789/321 2026-08-25T15:12:28Z https://www.um.edu.mt/library/oar/handle/123456789/148635 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 was analysed using SPSS, while qualitative data was 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. Description: M.Sc.(Melit.) 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148507 Title: Studies in Social Wellbeing : volume 5 issue 2 Authors: Dibben, Andreana; Debattista, Michael Abstract: Table of contents:; - EDITORIAL: Andreana Dibben; ARTICLES:; - SUPPORT NEEDED BY EDUCATORS WORKING WITH STUDENTS WITH AUTISM IN MAINSTREAM PRIMARY SCHOOLS; Vanessa Saliba; - WIDOWHOOD IN THE THIRD AGE: EXPERIENCES OF ADVERSITY AND NEW BEGINNINGS; Sion Tabone and Marvin Formosa; - LACK OF GENDER DIVERSITY IN BUSINESS LEADERSHIP ROLES: THE DISCOURSE ON CARING AND PARENTHOOD IN ICELAND AND MALTA; Ólöf Júlíusdóttir, Anna Borg, and Guðbjörg Linda Rafnsdóttir; INTERVIEW:; - CARE FOR MARGINALISED GROUPS THROUGH RESEARCH ON ADOPTION AND SUPPORT FOR ADOPTEES: A CONVERSATION WITH HYANG EUN KIM; Cher Engerer 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148505 Title: Editorial [Studies in Social Wellbeing : volume 5 issue 2] Authors: Dibben, Andreana Abstract: The four contributions in this issue all centre on this theme. Considered together, they address four different populations: mainstream-school educators supporting students with autism in Malta; widows and widowers navigating loss in the third age; female chief executives negotiating caregiving and career in Iceland and Malta; and adoptive families and adoptees in South Korea. Yet, they converge on a shared observation: wellbeing rarely falters purely at the level of the individual. More often, it is the systems intended to sustain people that fail, with the strain borne by individuals, families, or communities. [excerpt] 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148503 Title: Support needed by educators working with students with autism in mainstream primary schools : the Maltese perspective Authors: Saliba, Vanessa Abstract: Inclusive education benefits both students with autism and their neurotypical peers, but the associated challenges impact educators’ wellbeing and attitudes towards inclusion, so educators must be provided with support which facilitates both their wellbeing and students’ success. In light of research showing that supporting educators eases the challenges of working with such students in mainstream schools, the current study examined the support needed by teachers, learning support educators and the senior management team working with students with autism in mainstream primary schools in Malta. All primary school educators in one college were invited to participate, and 172 accepted and completed a questionnaire. Subsequently, 19 participated in semi-structured interviews. The findings reveal that educators perceived a lack of support when working with students with autism, causing stress and burnout. They offered several suggestions regarding the support required for working more effectively in an inclusive environment, including more resources, training and support from professionals, colleagues and parents. 2026-01-01T00:00:00Z