The role of Maltese schools in the integration of persons with disabilities

Abstract

The study focuses on the extent to which the Maltese schools help in the integration of persons with disabilities. The major factors dealing with this integration were the attitude, resources, and equity amongst students, facilitators and teachers when dealing with children having a disability. This dissertation was based on a qualitative research method having semistructured interviews among the participants. Reactions, attitudes, feelings and ways of dealing with the integration of persons with disability were pointed out through this qualitative method. This was sustained with the literature and local research. After analysing and discussing various views, the study concluded that the mainstream schools were integrating the children with disabilities, which leads to having inclusion within the society itself. The degree to which inclusion is a reality seems to be quite good. But there is always space for improvement. Another conclusion made was that there is the need for more specialised resources to cater for students with specific disabilities. We cannot continue to talk about integration and not have the needed resources and accessibility to do this in practice. General practical recommendations were given in order to improve the integration of children with disabilities in mainstream schools.