How young people with autism experienced state secondary schools in Malta : parents’/guardians’ perspective

Abstract

The experiences of students with autism in secondary schools are diverse. Within mainstream educational settings, autistic young people frequently encounter a challenging and intricate social landscape. Commonly reported experiences include academic pressures, manoeuvring through sensory settings, handling transitions, engaging socially, forming relationships with peers and educators, and also confronting bullying. This dissertation investigated students' experiences with autism within State Secondary Schools in Malta, as seen through a parent's narrative lens. Using narrative inquiry as its primary research methodology, an in-depth interview was conducted with a parent of autistic children. This aimed to explore the participant's perspectives, experiences, and opinions concerning inclusive education in Malta. This study provides insights into the complexities and challenges faced by students with autism in the mainstream educational setting from a parent’s perspective. The analysis of the parent’s story aimed to identify themes and patterns related to integrating inclusive measures in Malta. The study underscores the critical need to implement comprehensive, inclusive measures within Malta's educational framework. By highlighting the importance of equal learning opportunities and the potential for achievement for all students, this research contributes to the ongoing discourse on inclusive education—successful practices and initiatives promoting inclusion in education aligned with established literature and policy frameworks. The study concludes by summarising key findings and their implications for policy and practice, offering recommendations to enhance the incorporation of inclusive measures in Malta's educational system. These recommendations encompass refining policies, improving educator professional development, and fostering community engagement efforts.