Articles written by Claire Sciberras

Volume 12-Issue 2: December 2018

Moving Towards an Evidence-Based Practice Approach? Exploring the Strategies Used as Part of the Support Programmes of Students on the Autism Spectrum in Primary Mainstream, State Funded Schools in Malta

In an era where it has been increasingly recognised that ‘inclusion’ is not simply placing a child in a mainstream setting (Arnot, 2013) but that its aim is to ensure that each learner is an active member in the school life, it is crucial that educators become well-informed about which practices would lead learners to achieve effective outcomes. Such necessity is particularly important in the field of autism as the implementation of methods which are not classified as evidence-based might impede learners to develop their full learning and developmental potential (Simpson, 2005). Due to the limited research in relation to which approaches are being implemented for students on the spectrum within the primary educational context in Malta, this research explored which practices are being included throughout their support programmes. The purpose of gathering such data was to identify the extent of the implementation of evidence-based practices (EBPs) across educational programmes. Through a mixed-methods approach embedded within online questionnaires and semi-structured interviews, and which included the participation of teachers and Learning Support Educators (LSEs), this research revealed that three EBPs tend to dominate the support programmes of learners on the autism spectrum. This research also found that other strategies which are not yet classified as EBPs are also being included across programmes. Hence, a gap in relation to research and practice across the programmes of learners on the spectrum was identified.

Volume 14-Issue 2: December 2020

A COACTION Model to Explore Remote Teacher and Learning Support Educator Collaboration during COVID- 19 School Closure in Malta

It has become the norm for primary classrooms in Maltese state schools to host a primary school teacher and one or more Learning Support Educators. Although these two roles are distinct in their nature and description, they are equally important for effective classroom management. The most successful and inspiring scenarios, enabling all students to succeed, occur when both roles within the teaching team collaborate successfully (Mulholland & O’Connor, 2016). Following the outbreak of COVID-19 in March 2020, schools in Malta were closed until the end of the scholastic year. Teaching and learning processes saw a shift from the four walls of the physical classroom to remote classrooms in the online world. The purpose of this study was to explore remote teacher collaboration during the physical closure of schools in Malta through the lens of a model which was identified for the purposes of this work – the COACTION Model. This model was developed through a systematic literature review grounded in evidence-based exemplar characteristics for teacher collaboration. A qualitative study based on the experience of six teaching teams was conducted through semi-structured interviews. A deductive thematic analysis followed the interviews. This paper discusses the experiences of teachers and Learning Support Educators working remotely, and shows whether and how they implemented the elements outlined in the COACTION Model.

Volume 19-Issue 2: December 2025

The Provision for Autistic Learners in Primary Schools in Malta: A SWOT Analysis of Teaching and Learning

This paper presents the findings of one of the themes explored in a study which aimed to identify the strengths, weaknesses, opportunities, and threats (SWOTs) related to three key themes within support for autistic learners in Maltese primary schools: teaching and learning, collaboration with parents, and educator training. Using the Ecology of Inclusive Education Framework proposed by Anderson, Boyle, and Deppeler (2014), which reconceptualises Bronfenbrenner’s Ecological Systems Framework for the field of inclusion, this paper presents the SWOT analysis of the theme ‘teaching and learning. Data was collected through a sequential explanatory research design that combined quantitative and qualitative approaches. The sample included educators working in primary schools across Malta. Findings highlight instructional adaptations, including visual supports, digital tools, and peer preparation programs, as strengths of the provision. However, weaknesses include a lack of resources, overcrowded and sensory-overstimulating classrooms, and limited teacher involvement in developing adaptations due to inadequate training. Opportunities are framed around creating quiet spaces and fostering collaboration with external specialists. Threats involve uncertainty regarding the implementation of inclusion policies and inconsistent practices. Overall, the findings underscore the importance of ecologically informed strategies that prioritise training, resources, and physical interventions to enhance inclusive teaching practices and foster meaningful participation for autistic learners.