Articles written by

Liliana Marić

Volume 11-Issue 2: December 2017

The values of inclusive education: A political debate

The ontology of lived experiences of young people with physical and sensorial disabilities was used to understand the experience of inclusive education (IE) within further education (FE) and higher education (HE) institutions in Malta. The inquiry problematised the environmental, social and educational disabling and enabling factors. Underlying values of inclusion and exclusion that promoted social cohesion or social conflict emerged from the discourse. This research paper focuses on the accounts of four disabled young people. Seven semi-structured interviews were carried out per participant over two years while they were attending a course at FE and HE level. Narrative analysis was utilised to understand the underlying themes of the stories. The analysis indicates that successful stories of inclusion are influenced by the extent to which disabled and non-disabled persons practise values that promote social cohesion within a community. Virtues of social cohesion affect the extent to which environmental and educational disabling barriers are challenged and changed. The evidence from this study contributes to the debate that active participation of disabled young people, valuing the voice of others, embracing values of inclusion, and the appreciation of individual’s variations inculcate growth in the quality of IE. Social transformation affects the environmental and educational milieu within FE and HE institutions.
32 min read
Volume 15-Issue 1: June 2021

Factors that affect the experience of smooth transitions across educational sectors in Malta on disabled young people with sensorial disabilities

This article focuses on the factors that enable or limit smooth transitions across educational and employment sectors. Smooth transitions have an impact on the element of continuity on the lived experiences of disabled students and other stakeholders. The mixed-methods study explored the experience of inclusive education of disabled students with physical and sensorial disabilities in further and higher education in Malta. In this paper I reflect on the data obtained from one-time semi-structured interviews with disabled young people that have attended or were attending further and higher education at the time of data collection. The participants’ reflections provided examples of how the quality of the lived experiences of inclusive education influences identity and academic development throughout their educational journey. The dynamics within and across educational institutions influence the extent disabled students develop agency, empowerment and self-advocacy. A collaborative approach among stakeholders or the lack of it has an impact on disabled students to develop one’s full learning potential and find employment. The reflections signify that inclusive education is not just a matter of having one’s right met, but its short-term and long-term effectiveness is highly dependent on the quality of the students’ experiential continuum within the educational institutions.