Bridging the gap : inclusion of the intellectually disabled in mainstream secondary schools

Abstract

Inclusive education produces benefits in many areas of the child's life, including the social and academic. Every child has a fundamental right to education and must be given the opportunity to achieve and maintain an acceptable level of learning. The study of the transition of disabled children from mainstream primary to secondary schools is a new concept in Malta, and it has been shown that the disabled child is not helped throughout this process. The aim of this study is to attempt to analyze the existing educational structure and transition system, the transition problems and causes, and to identify expectations and concerns that children and parents might have. Purposive sampling was used, and five participants were included in this study. The results state that preparation for the transition between primary and secondary school is minimal. In order to rectify this situation, amongst others, one recommendation put forth is that the disabled child should have a well-planned transition supported not only by the educational staff but also by the social worker.