Meeting the diversity of student needs : the development of policy and provisions for the education of children with disability in Malta

Abstract

Though persons with disability have always been part of humanity, their full participation in the educational system is a recent phenomenon. The history of educational provisions for children with disability is closely tied to the concept of the right of each child for education and development of his or her potential. This is a relatively recent concept.1 It is itself closely related to the development of the wider concept of human rights and the concurrent development of educational institutions, particularly compulsory education for all. Within these developments, children with disability have presented two major challenges to families, educators and society: (a) first of all a social challenge, in terms of catering for solidarity and guaranteeing justice and equity by combating ostracism, stigma, and discrimination by the majority, the ‘non-disabled’; and secondly (b) a technical challenge to families and educators, in terms of developing new pedagogies and resources that enable child’s educational development, despite his or her learning difficulties and disabilities.