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

Abstract

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.