https://www.um.edu.mt/library/oar/handle/123456789/1711 Wed, 08 Jul 2026 01:34:08 GMT 2026-07-08T01:34:08Z https://www.um.edu.mt/library/oar/handle/123456789/147397 Title: A comparative analysis of the predominant educational services available for autistic children aged 0 to 11 in Malta and England Abstract: Educational services for autistic children are shaped by interacting policy, funding, and professional arrangements, producing variability in provision across settings and systems. Such variability can lead to uneven access, inconsistent quality and divergent outcomes for children and families. Examining the models that underpin service design and delivery makes visible the assumptions guiding decision making, clarifies where practice supports or undermines inclusion and identifies system level improvements that can transfer across contexts. This dissertation presents a qualitative comparative analysis of predominant educational services for autistic children aged 0 to 11 in Malta and England and examines the disability models shaping how services are organised and delivered. The study takes the view that service pathways matter as much as diagnosis. Families encounter autism-related provision as a sequence of decisions, referrals, placements and supports that are shaped by governance, resourcing, professional roles and underlying assumptions about autism and inclusion. Situated within a critical realist paradigm, the research adopts a descriptive analytic comparative design to explore what services exist and how and why they take their current form in each context. Data was generated through Rich Pictures adapted from Soft Systems Methodology, semi-structured interviews with ten expert participants, four in Malta and six in England, working across education, health, social care, policy and non-governmental provision and documentary analysis of relevant policies, strategies and organisational materials. The dataset was analysed thematically, with ongoing refinement of the Rich Pictures. Findings suggest that both systems promote inclusive education, but they do so through different structures. England’s arrangements are more decentralised, with pathways shaped by local commissioning and varying across localities, contributing to uneven access and complex navigation. Malta’s pathways are more centralised, providing a clearer route to assessment and school-based support. However, capacity constraints and waiting times can delay access and increase reliance on public-social partnerships and private provision. Themes spanned assessment, intervention, mainstream support and placement, with mixed deficit and rights-based framings. The dissertation concludes by outlining implications for improving timeliness, coordination and equity of provision, particularly through stronger early years support, clearer navigation and more consistent inclusive practice across settings. Description: M.A. CEMES (Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147397 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147121 Title: Participant perceptions of a compulsory learning support educator course : influence of educational and cultural backgrounds Abstract: This study examines participants’ perceptions of a compulsory 10-week Learning Support Educator (LSE) course (Award in Inclusive Education), with particular emphasis on the influence of educational and cultural backgrounds on engagement, learning experiences, and the course perceived. The research aims to explore how adult learners experience compulsory professional training and to identify factors shaping their level of satisfaction. The study is guided by three research questions: (1) How do participants of the 10-week course perceive their learning experience, including their expectations and overall satisfaction? (2) To what extent do participants’ cultural and educational backgrounds (such as nationality and level of education) shape their perceptions of the course? and (3) Based on their perceptions, what elements of the course do participants suggest keeping or modifying? A qualitative research design was adopted, using short semi-structured interviews with nine course participants. Data were analysed thematically to identify recurring codes and thematic patterns. Findings indicate varied satisfaction levels, with most participants reporting moderate satisfaction influenced by course modality, tutor personality, peer interaction, and an imbalance between theory and practice. Educational and cultural backgrounds shaped expectations to a lesser extent than anticipated, as participants demonstrated strong motivation, diverse qualifications, and substantial informal learning through parenting or prior work. The study highlights a mismatch between rigorous course structure and learner diversity, the need for more practical and situated learning, the undervaluation of informal learning, and ongoing organisational challenges. These findings suggest the importance of inclusive, practice-oriented, and flexible course design in compulsory LSE training as an example of adult education setting. Description: B.A. (Hons)(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147121 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147073 Title: It’s more than words : dyslexia and adult education Abstract: This study explores the lived experience of adults with dyslexia (AWD) in Malta within adult education (AE). The study addresses the under-researched lifelong impact by examining the barriers AWD faced and the perspectives of professional stakeholders working in education, advocacy, and policy. Guided by a social constructivist paradigm, 15 participants - eight AWD and seven professionals - shared their experiences through one-time, in-depth semi- structured interviews. Reflexive Thematic Analysis was used for data interpretation, with researcher reflexivity embedded throughout the process. Socio-Cultural Theory, Self- Determination Theory, and Universal Design for Learning, contextualised the findings. The findings elicited four key themes from AWD: internal struggles with identity; turning educational barriers into pathways; emotional resilience to navigate stigma, anxiety, and lifelong effects; and effective strategies. Themes from professionals included the impact of late diagnosis; bilingualism as a systemic barrier; AT underuse and untapped potential of UDL; educator undertraining; reframing dyslexia from deficit to strength; and a collective appeal for an inclusive future through policy reform and cross-sector collaboration. The findings call for inclusive AE policies, increased investment in AT, and targeted training for educators and employers. Emphasising empowerment and learner agency, the study advocates for a national, collaborative approach to dyslexia support that bridges the gap between policy and practice. Description: M.A. AE(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147073 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147072 Title: Adult education and inactive women in Cottonera (Malta) : a qualitative case study of implications of the National Lifelong Learning Strategy 2023-2030 measures targeting adults at risk of poverty and social exclusion Abstract: This qualitative case study explores the lived experiences of inactive women or those not in education, employment and training in Cottonera (Malta) and the intersecting factors shaping their participation in adult education. It examines the implications of these experiences and perceptions for implementing Pillar 1 of Malta’s National Lifelong Learning Strategy 2023-2030, particularly Measure 1, addressing basic skills gaps, and Measure 7, supporting re-engagement in education for early school leavers. Guided by a critical feminist and intersectional framework, the study draws on thematic analysis of ten semi-structured interviews with women aged 20–55 and a focus group with community stakeholders. Findings reveal that exclusion from AE is driven by overlapping structural, situational, and dispositional barriers, including financial insecurity, rigid childcare eligibility, limited transport, welfare dependency, low confidence, and educational trauma. Digital exclusion and limited interest in narrowly defined basic skills were also evident, with participants instead valuing flexible, local, and emotionally supportive learning that recognised informal and experiential knowledge. Community informants reinforced these insights, highlighting fragmented local services and the normalisation of welfare reliance. Despite these barriers, women expressed strong motivation to learn when opportunities were practical, relational, and affirming, such as parenting or group-based courses. The study concludes that while the National Lifelong Learning Strategy 2023-2030 aims to widen participation, its strong employability focus, risks overlooking women’s complex realities. Expanding the concept of basic skills to include emotional resilience, communication, and community-embedded provision is essential for fostering genuine empowerment and inclusion. Description: M.A. AE(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147072 2026-01-01T00:00:00Z