Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/142705
Title: The effectiveness of Maltese literacy sessions for young adults with intellectual disability
Authors: Scicluna, Melanie (2025)
Keywords: Intellectual disability -- Malta
Young adults -- Malta
Literacy -- Study and teaching -- Malta
Maltese language
Issue Date: 2025
Citation: Scicluna, M. (2025). The effectiveness of Maltese literacy sessions for young adults with intellectual disability (Master’s dissertation).
Abstract: This study explored the effectiveness of eight individualised sessions in Maltese literacy skills on young adults with intellectual disabilities. Through the social model of disability that gives insight into attitudinal barriers in society (Oliver, 2004), ableist beliefs were challenged to show that a person is more than their impairment. By applying the methodology of an action research approach, this study engaged young persons with intellectual disability in emancipatory practices, where knowledge is created together on how sessions can be practical for them. The participants' literacy skills baseline was established by answering an initial questionnaire. The young adults then followed eight one-hour sessions in which they gave their insights on what could be done in each following session. After the eight sessions were completed, the same questionnaire from the first session was filled out again, and results could be compared on the sessions' effectiveness for each participant. An overall 10.2 % improvement was noted in the participants ' literacy skills. The themes elicited from the research journal show that the benefits from these sessions went beyond the literacy skills learned. Participants took the initiative in their learning and increased their self-confidence; they reflected on the meaning of their independence and practised feedback skills and decision-making on the meaningful text shared in sessions according to their intrinsic motivations. The effectiveness of sessions was also influenced by investing in a good rapport between participants and the tutor. The parents volunteered to revise concepts in between sessions, which aided in the retention of concepts learned. Since local research in this area is sparse, this study recommends further research that will hopefully lead to inclusive lifelong learning opportunities so adults with intellectual disabilities can experience Maltese literacy for certification or leisure purposes.
Description: M.A. Dis. St.(Melit.)
URI: https://www.um.edu.mt/library/oar/handle/123456789/142705
Appears in Collections:Dissertations - FacSoW - 2025
Dissertations - FacSoWDSU - 2025

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