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Intellectual Disability, Identity and Further Education in Malta

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Intellectual Disability, Identity and Further Education in Malta SPEAKING OF ANGELS: INTELLECTUAL DISABILITY, IDENTITY AND FURTHER EDUCATION IN MALTA by Sonja Casha A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education University of Birmingham September 2015 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT The number of students with intellectual disabilities who continue studying past compulsory education in Malta is abysmal. This has spurred the choice of my research which aims to identify the factors that affect this phenomenon. This study uses first-hand accounts by individuals with intellectual disabilities on their experience of further education (FE) in Malta and attempts to highlight the associated benefits and barriers experienced. The results of this study have shown that although factors affecting FE inclusion in Malta are varied, the participants of the study focused primarily on the negative barriers arising from past school experience. The level of bullying and isolation experienced in mainstream school environments is considered a predominant factor in the choice of not pursuing FE. Another emerging factor is the lack of choice for students with intellectual disabilities to stand by their own wishes including the choice of whether or not to enter FE. This is considered to be due to an entrenched paternalistic attitude inherent in Maltese society which may originate from the island’s Catholic roots. These socio-cultural attitudes relegate people with intellectual disabilities to passive receivers of charity. It is perhaps these same attitudes that limit the accessibility also within FE in Malta as reported by the study participants. These factors are seen as playing a significant part in the reasons for such low participation of students with intellectual disabilities in FE locally. These barriers limit the opportunities for this student cohort to enjoy the benefits of FE which were identified primarily to be social integration, employment and independence. DEDICATION To my partner Elaine for supporting me tirelessly throughout these last years with understanding, patience and unconditional love. I am so fortunate to have you in my life. ACKNOWLEDGMENTS I would like to thank my supervisor Dr. Gary Thomas for his invaluable advice and constructive criticism as well as to Dr Anne Marie Callus and Dr Anne Marie Bathmaker for their feedback. My deepest thanks to my family and friends for supporting me, through the transitions and barriers that I went through, during the length of my studies. I would also like to mention the Malta College for Arts, Science and technology who provided me with the venue and access to participants, as well as the National Commission for Persons with Disabilities for putting me in contact with other research participants. I cannot but mention the Malta Government Scholarship Scheme which allowed me to pursue my studies through the provision of a study grant. Finally, I am forever grateful to the study participants for having shown me the true depths of human strength and resilience encompassed within the beauty of human diversity. LIST OF TABLES AND FIGURES Table 1 Search terms used Table 2 Three models of post-secondary inclusive education ‒ Hart et al. (2006) Table 3 Main themes emerging from the literature Table 4 Information on research questions Table 5 Maltese population statistics related to disability Table 6 Focus group one – held with members of a local self-advocacy group made up of individuals with intellectual disabilities Table 7 Focus group two ‒ made up of current FE college students with intellectual disabilities Table 8 Interview group one – students in mainstream FE Table 9 Interview group two – students in specialised courses in FE Table 10 Interview group three – students in entering FE Table 11 Participants who have never been in FE Table 12 Factors affecting FE identified in the literature Figure 1 Network analysis of benefits of FE Figure 2 Network analysis of the factors affecting successful FE experiences for students with intellectual disabilities Figure 3 Network analysis of the barriers to FE for students with intellectual disabilities Figure 4 Emerging theme one Figure 5 Emerging theme two Figure 6 Emerging theme three Figure 7 Network analysis of participants’ dreams for life Table 13 Network analysis of theme one Table 14 Network analysis of theme two Table 15 Network analysis of theme three Table 16 Diagram of the main areas identified for successful FE ABBREVIATIONS AAC Assistive Augmentative Communication AAIDD American Association of Intellectual Disability ADD Attention Deficit Disorder ADHD Attention Deficit Hyperactivity Disorder ANED Academic Network of European Disability Experts APA American Pschological Association NCLB No Child Left Behind CEDEFOP European Centre for the Development of Vocational Training DES Department of Educational Servives (Malta) DSM Diagnostic and Statistical Manual EADSNE European Agency for Development in Special Needs Education EAN European Anti-bullying Network EC European Commission EDR Emancipatory Disability Research EEA European Economic Area EFTA European Free Trade Association EHEA European Higher Education Area ESL Early School Leavers ETC Employment and Training Corporation (Malta) EU European Union FE Further Education FEHE Further and Higher Education IDEA Individuals with Disability Education Act IEP Individual Educational Plan ILDR Inclusive Learning Disability Research IQ Intelligence Quotient KNPD Kummissjoni Nazzjonali Persuni B’Dizabilita’ (National Commission Persons with Disabilities- Malta) LDPRIDE Learning Disability Pride LGBTIQ lesbian, Gay, Bisexual, Transgender, Intersex, Queer LSA Learning Support Assistant MCAST Malta College for Arts, Science and Technology MGSS Malta Government Scholarship Scheme MNC Minimum National Curriculum MUSEUM Malta Society of Christian Doctrine NCFHE National Commission for Further and Higher Education NGO Non Government Organisation NHS National Health Service (UK) NSO National Statistics Office (Malta) OECD Organisation for Economic Co-operationand Development PL Partit Laburista (Malta Labour Party) PN Partit Nazzjonalista (Malta Nationalist Party) PQ Parliamentary Question SEN Special Educational Needs SLD Specific Learning Difficulties SMG Student Maintenance Grant SSS Student Support Services (MCAST) UNESCO United Nations Educational, Scientific and Cultural Organization VET Vocational Education and Training WHO World Health Organisation CONTENTS CHAPTER ONE .................................................................................................................................... 1 INTRODUCTION ................................................................................................................................. 1 1.1 Introduction ........................................................................................................................................ 1 1.2 Research Aims and Objectives ...................................................................................................... 2 1.3 Rationale for the Study .................................................................................................................... 3 1.4 Background to the Study ................................................................................................................ 5 1.4.1 Malta and inclusion ................................................................................................................... 7 1.5 Terminology and Language ........................................................................................................... 8 1.6 Context of the Study ........................................................................................................................ 9 1.7 The Place of the Researcher ........................................................................................................ 11 1.8 Summary ........................................................................................................................................... 13 1.9 Organisation of the Thesis ............................................................................................................. 14 CHAPTER TWO ............................................................................................................................... 17 LITERATURE REVIEW .................................................................................................................. 17 2.1 Introduction .............................................................................................................................. 17 2.1.1 Research aims and rationale ................................................................................................ 18 2.1.2 Clarifying terminology............................................................................................................. 19 2.1.3 The research questions ..........................................................................................................
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