Inclusive education in Malta : exploring primary teachers’ perceptions on including students with autism in Maltese mainstream classrooms

Abstract

Mainstream schools are experiencing a surge in the enrollment of students with diverse needs. This increase places additional demands and responsibilities on teachers, who are required to respond to these needs and ensure these students’ successful inclusion in all aspects of school life. This article draws on findings from a larger explanatory sequential mixed-methods study to critically examine how Maltese primary school teachers perceive inclusive education, with a particular focus on including students with autism in mainstream classrooms.

The broader study involved one hundred ninety-eight Maltese primary teachers, who completed semi-structured questionnaires, followed by in-depth interviews with ten volunteer participants. While most participants expressed generally favourable perceptions towards inclusion, the implementation of inclusive practices remains inconsistent. Reservations regarding inclusion became more pronounced when involving students with low-functioning autism. Many teachers reported feeling inadequately supported, unprepared, and overwhelmed when teaching these students, underscoring the need to reconceptualise inclusion not merely as a question of physical placement but as a commitment to inclusive practice.

The study concludes that while positive perceptions are vital, support from Senior Leadership Teams, adequate resources, a reconsideration of current practices, and flexible curricula are fundamental to turning genuine inclusive education into a lived reality for all students, including those with autism.