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inconsistent, often dependent on the variable goodwill of individual educators, alongside persistent reliance on outdated models prioritising integration over genuine inclusion.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.