To what extent are students with disability included in secondary education? the perspectives of parents and professionals

Abstract

This qualitative study examines the inclusion of disabled students in their secondary education from the perspectives of parents and professionals. Being placed in mainstream education does not necessarily mean that disabled students are always included. Therefore, this research investigates whether the current education system is meeting the needs of disabled students, while exploring what is hindering or enabling their right to education. Additionally, this research sheds light on what should be provided to ensure that the academic and social needs of disabled students are met. Semi-structured interviews were conducted with four parents, three school social workers, an Inclusive Education Coordinator (INCO)and a social worker from Aġenzija Sapport. Thematic analysis was adopted for data analysis. Both parents and professionals provided insightful feedback on the reality of mainstream secondary schools, and a notable factor emerging from the interviews is support received and proposed support in order to meet effectively the social and academic needs of disabled students. This study highlights several factors that have an impact on the disabled student's schooling experience, including the attitudes of non-disabled students and professionals, availability and practices of professionals towards disabled students, the rigid curriculum, and lack of resources. It further transpired that parents of disabled students are unaware of social wor services, which could be beneficial to them and their disabled child. This study's findings, which are substantiated with literature, identify the barriers which are hindering the inclusion of disabled students within mainstream schools. Therefore, the recommendations which this research puts forward include the need for professionals to listen attentively to both parents of disabled students and their children, to recruit more educational professionals, and to provide essential training. Moreover, several factors influence the inclusion of disabled studies, including a flexible curriculum, availability of resources, schools which focus on positive reinforcement by rewarding all students (non-disabled and disabled), and cooperation between different educational professionals. Apart from educational professionals, social workers too could make a difference in the lives of disabled students and their families since their objective is to fight for social justice. Therefore, on a social level, this study recommends that social workers increase awareness and strengthen their roles to work effectively for and with disabled students and their families. This study concludes that although the educational system has been making progress towards meeting the needs of disabled students, the major shortfalls of the system include the rigid curriculum, which hinders the participation of disabled students, and the absence of adequate resources that meet disabled students' needs. Furthermore, availability and non-inclusive practices of professionals towards disabled students, and the negative attitudes of non-disabled students towards disabled students are still evident in Maltese schools, among other realities. Therefore, this study shows that policies have to be devised or modified to promote more inclusive setttings in the best interest of the disabled student.