https://www.um.edu.mt/library/oar/handle/123456789/142630 Sun, 02 Aug 2026 21:20:00 GMT 2026-08-02T21:20:00Z https://www.um.edu.mt/library/oar/handle/123456789/142710 Title: Exploring the accessibility of information in a museum space for persons with intellectual disabilities : the use of sensory trails Abstract: This research project investigates the accessibility of information for persons with intellectual disabilities within Fort St Elmo and the National War Museum through a case study approach. Research on accessibility in museum spaces is a rapidly expanding field which has raised many exciting insights and possible accessibility solutions. Sensory trails are a recent example of these solutions in heritage, focusing on learning through a multi-sensory experience. This is something that this research looks to bring to the Maltese context, expanding on previous research done on accessibility in museums on the island. A qualitative approach was used involving a participatory group for generating data centred around the personal experiences of persons with intellectual disabilities. The methods used included two focus groups, a museum experience and a sensory trail. The key findings showed the complexities of assessing accessibility using guidelines and frameworks, and how these spaces rely on dominating learning forms which create inaccessibility, and how a multisensory approach could increase accessibility to information. These findings suggest the need for further reviews of museums and heritage sites to explore other learning forms that are outside of the dominating learning narrative of the space. The findings highlight the importance of auditing accessibility through the lived experiences of persons with disabilities to ensure relevant and effective solutions. While the space occasionally met accessibility principles, participants found that this did not always translate to truly accessible information. Physical space significantly influenced information accessibility. Participants also introduced new perspectives, such as the value of rest and the need for multisensory learning methods. Incorporating these elements can help heritage sites foster deeper connections to cultural heritage for persons with intellectual disabilities. Description: M.A. Dis. St.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/142710 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142708 Title: Quality of life in residential care homes : older disabled persons’ and allied health professionals’ perspectives Abstract: The global trend of the ageing population presents significant social, economic and infrastructural challenges, particularly as older persons experience higher rates of disability, compounded by societal and environmental barriers. Locally, the demand for residential care homes is increasing, with Maltese individuals more than twice as likely as their European counterparts to view residential care as the preferred option for older persons needing assistance. This underscores the urgent need for research to address the challenges of supporting an ageing population with disabilities through more inclusive policies and sustainable solutions. This study aimed to explore the perspectives of older disabled persons and allied health professionals regarding the quality of life in residential care homes, focusing on the factors that either enhance or diminish the quality of life for older disabled persons living in these settings. A qualitative research design was adopted within the interpretive tradition to gain an in-depth understanding of their perspectives. A conceptual framework combining the social-relational model of disability and intersectionality theory guided this study, keeping emancipatory principles in mind. Using purposive sampling, 10 participants were selected, including five older disabled persons and five allied health professionals. Data was gathered through semi-structured face-to-face interviews, supplemented by two pilot studies and an advisory group. Thematic analysis of the generated data revealed five key themes: Autonomy, Quality of Care and Staff Interaction, Physical and Emotional Well-being, Environment and Living Conditions, and Engagement in Daily Life Activities. These factors can either enhance or hinder quality of life, depending on how they are addressed. This study is valuable given the limited local and international literature. A key issue identified in other studies is the lack of clarity in distinguishing whether older persons living in residential care homes are explicitly recognised as having disabilities. Many studies make this assumption, failing to differentiate between ageing and disability. While the findings align with previous research on the factors influencing the quality of life in residential care homes, this study highlights the compounded effects these factors have on persons who are both older and disabled. Based on these findings, recommendations have been made for policymakers, governmental institutions, authorities and allied health professionals, aiming to improve the quality of life for older disabled persons living in residential care homes. Description: M.A. Dis. St.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/142708 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142707 Title: Inclusion or Illusion? : amplifying neurodivergent young adults' voices and perspectives on inclusive education Abstract: Inclusive education is globally recognised as a fundamental human right and forms the foundation of Malta's educational policies, which promote the inclusion of disabled students in mainstream settings. However, research suggested that its implementation is often compromised by persistent barriers that hinder disabled students' full participation and future opportunities. This qualitative study explores the perspectives of eight neurodivergent young adults, aged 18 to 25, on inclusive education, during and after compulsory schooling in Malta. Grounded in an interpretivist paradigm and informed by the social and human rights models of disability, this research adopts a neurodivergent-affirmative approach that centres participants' voices and experiences. Data were collected through semi-structured interviews. Thematic analysis revealed four overarching themes: the pivotal role of teachers in shaping inclusion; the misalignment between student needs and existing support systems; the ongoing impact of inclusive education's limitations on participants' transitions and post-secondary experiences; and evolving understandings of meaningful and sustainable inclusion. Despite legislative progress, the implementation of inclusive education remains inconsistent, often dependent on the variable goodwill of individual educators, alongside persistent reliance on outdated models prioritising integration over genuine inclusion. Participants highlighted gaps in support, limited understanding of neurodivergence, and persistent reliance on narrow, stereotypical frameworks that overlook gender, individuality and cognitive diversity. The research concludes that inclusive education in Malta requires a shift from tokenistic practices to approaches that genuinely embrace and respond to students' holistic needs. Key implications centre on practice-oriented policy reform, comprehensive educator training, and robust support structures that enable holistic and responsive provision. Additionally, the amplification of neurodivergent voices is essential to foster more equitable, empowering, and inclusive educational environments. Description: M.A. Dis. St.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/142707 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142706 Title: Parents’ lived experiences of raising children with hidden disabilities Abstract: This study explores the lived experiences of parents raising children with hidden disabilities, investigating their reactions upon learning about their children’s diagnoses, the struggles they encounter, and the enablers which facilitate their journey. Given the qualitative nature of this study, interpretative phenomenological analysis (IPA) was used, with a special focus on the social model of disability. Emancipatory principles were also utilised throughout the research process whenever possible. Four semi-structured interviews were conducted with four mothers of children with hidden disabilities. The findings of this study were analysed using the four iterative stages as listed by Biggerstaff and Thompson (2008). Five superordinate themes were identified: (a) recognising and diagnosing the hidden disability; (b) making peace with the diagnosis: going back and forth; (c) beyond the diagnosis: impacts on personal and family life; (d) it takes a village: support systems for raising children with hidden disabilities; and (e) more unseen struggles: the barriers parents face while raising their child with hidden disabilities. Participants described the challenges they encounter while bringing up their children with hidden disabilities, highlighting the importance of resilience and adequate support networks. They also stressed the need for greater awareness about these type of hidden disabilities and timely interventions by medical professionals to ensure that their children are eligible for the required support. Despite these challenges, they reflected their unwavering love and commitment to their children’s well-being. The implications of these findings emphasise the need for policy changes aimed at reducing diagnostic delays, improving access to support, providing psychological support to parents, and fostering public awareness about hidden disabilities. In conclusion, this study advocates for societal changes to better support both parents of children with hidden disabilities as well as the children themselves. Description: M.A. Dis. St.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/142706 2025-01-01T00:00:00Z