Inclusive practices in Maltese childcare settings

Abstract

This study investigates practices which support or hinder inclusion in Maltese childcare centres. A mixed-methods approach contributed to understanding supports and barriers to inclusion in local childcare settings while simultaneously identifying the role that local policies play. By utilising reflexive thematic analysis (Braun & Clarke, 2006), practices and challenges faced by parents and childcare educators were identified to examine how they contributed to children’s experiences of inclusion. Interviews with parents of children with disabilities and responses to questionnaire data provided by childcare educators and managers reveal that despite exclusion of children with disabilities still being adopted by local childcare, other practices which support inclusion are utilised. Responses by parents and staff were similar, yielding themes identified by both stakeholders. Having positive beliefs and attitudes towards inclusion, a commitment for collaboration and an ability to effectively adapt learning opportunities were the main supports for inclusion. An inability to respond effectively to needs and systemic inequity presented challenges to inclusion. Although local policies reflect research findings, there seems to be a disconnect between the documentation and experiences of parents and staff. The experiences of the participants in this study suggest that the extent to which childcare settings embrace inclusion differs. This study concludes with several recommendations which aim to support inclusive practice further while reducing challenges and moving towards aligning childcare centres with local policy. The exploratory nature of this study offers insights which require further exploration especially research which presents the experiences of other stakeholders, including children and professionals working within the field.