The provision for autistic learners in primary schools in Malta : a SWOT analysis of teaching and learning

Abstract

This paper presents the findings of one of the themes explored in a study which aimed to identify the strengths, weaknesses, opportunities, and threats (SWOTs) related to three key themes within support for autistic learners in Maltese primary schools: teaching and learning, collaboration with parents, and educator training. Using the Ecology of Inclusive Education Framework proposed by Anderson, Boyle, and Deppeler (2014), which reconceptualises Bronfenbrenner’s Ecological Systems Framework for the field of inclusion, this paper presents the SWOT analysis of the theme ‘teaching and learning. Data was collected through a sequential explanatory research design that combined quantitative and qualitative approaches. The sample included educators working in primary schools across Malta. Findings highlight instructional adaptations, including visual supports, digital tools, and peer preparation programs, as strengths of the provision. However, weaknesses include a lack of resources, overcrowded and sensory-overstimulating classrooms, and limited teacher involvement in developing adaptations due to inadequate training. Opportunities are framed around creating quiet spaces and fostering collaboration with external specialists. Threats involve uncertainty regarding the implementation of inclusion policies and inconsistent practices. Overall, the findings underscore the importance of ecologically informed strategies that prioritise training, resources, and physical interventions to enhance inclusive teaching practices and foster meaningful participation for autistic learners.