Designing for inclusion : investigating the roles and collaboration of occupational therapists and architects in Maltese mainstream primary schools

Abstract

Background: Inclusive education promotes participation, accessibility, and equitable learning opportunities for all students. However, many Maltese mainstream primary schools continue to present environmental and systemic barriers that limit inclusion. Occupational therapists and architects both contribute to the design of accessible environments, yet collaboration between these professions remains limited, often resulting in reactive rather than proactive inclusive design. Aims: This study aimed to explore the roles and experiences of occupational therapists and architects in designing inclusive learning environments in Malta. It also sought to identify barriers to interdisciplinary collaboration and the key facilitators that could enhance joint working practices. Method: A exploratory qualitative approach was adopted. Semi-structured interviews were conducted to gain in-depth insights into participants’ experiences and perspectives on inclusive school design and collaboration. Participants were recruited through purposive sampling based on relevant professional experience. A total of seven interviews were carried out with four occupational therapists and three architects. Data were analysed using thematic analysis to identify key patterns and themes . Findings: The findings identified key barriers including limited collaboration, lack of role clarity, organisational constraints, and environmental challenges. Differences were evident in how professions conceptualised inclusion, with occupational therapists emphasising participation and sensory factors, and architects focusing on physical accessibility and spatial design. Collaboration was often indirect and reactive, with limited early interdisciplinary involvement. However, participants identified potential facilitators, including increased role awareness and more direct collaboration, as ways to support inclusive design. Discussion: The study highlights a gap between inclusive design theory and its implementation within the Maltese context. While findings align with international literature on the importance of interdisciplinary collaboration, context-specific challenges such as systemic limitations and fragmented communication were evident. The study provides recommendations for practice, policy, and future research aimed at strengthening collaboration and promoting more inclusive school environments.