Award in Addressing the Diverse Classroom

MQF Level: 7

ECTS Value: 3 ECTS

Duration: 6 Sessions

Contact Hours: 15

Self Study Hours: 36

Assessment Hours: 24


Course Description

In the modern heterogeneous society, diversity is inevitable. Educators need not only accept diversity but also celebrate it. Through classroom practices, educators should promote positive inclusive practices and delve into ways of enhancing a collaborative, serene and welcoming environment. This module will cover the following aspects:

• Theories of Inclusive Education

• Inclusion as a process

• Malta’s National Policy Framework on Inclusion

• Disability and Social constructionism

• Theories of disability

• Practical strategies to include all students in the classroom.

• Critical discourse analysis as a tool for researching inclusion.

• Case study: Critical discourse analysis on the views of what constitutes inclusion for young people identified as falling within the autism spectrum, their parents and their learning support assistants. 

Entry Requirements

Applicants interested in following this programme are to be in possession of a Bachelor’s degree (MQF 6 with a minimum of 180 ECTS, or equivalent).

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a) Critically delve into what constitutes inclusion;
b) Be familiar with different theories of inclusion;
c) Determine what diversity in the classroom entails;
d) Critically analyse the local Maltese policy framework on inclusion;
e) Challenge pre-existing discourses in relation to diversity in the classroom;
f) Use different tools and devise activities to promote diversity and inclusion in the classroom


a) Describe the theoretical framework of inclusive education;
b) Explain theories on inclusion;
c) Discuss inclusion as a process;
d) Discuss Malta’s National Policy Framework;
e) Describe any problematic situations in Malta;
f) Give practical ways to cater for diversity in the classroom.


a. Take a multi-disciplinary, theoretical and practical approach towards knowledge in relation to inclusion;
b. Analyse theories of inclusion through a social constructionist approach;
c. Challenge pre-existing discourses related to inclusion;
d. Develop one’s discourse on inclusion.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.


Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

Core Reading List
1. Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 19(5), 527-542, doi: 10.1080/13540602.2013.827361
2. Carrington, S. (1999). Inclusion needs a different school culture. International Journal of Inclusive Education, 14(3), 257-268. doi:10.1080/136031199285039
3. Fairclough, N. (2013). Critical discourse analysis: the critical study of language. (3rd. ed.). New York: U.S.A.: Routledge.
4. Garner, P., & Forbes, F. (2015). An ‘at-risk’ curriculum for ‘at-risk’ students? Special educational needs and disability in the new Australian Curriculum. Journal of Research in Special Educational Needs, 15(4), 225-234. doi:10.1111/1471-3802.12022
5. Ministry for Education and Employment (2014). Education for all: Inclusive and special education review. Malta: Ministry for Education & Employment.
6. Ministry for Education and Employment (2012). Towards an education for all: A national curriculum framework 2021. Malta: Ministry for Education and Employment.
7. Ministry for Education and Employment (2000). Inclusive education policy. Malta: Ministry for Education and Employment
8. UNESCO (2009). Policy guidelines on inclusion education. Paris, France: UNESCO.
9. UNESCO (2005). Education for all. Paris, France: UNESCO.
10. UNESCO (2001). Inclusive education. Paris, France: UNESCO.
Supplementary Reading List

1. Camargo, S.P.H., Rispoli, M., Ganz, J., Hong, R.E., Davis, H., & Mason, R.(2016). Behaviorally based interventions for teaching social interaction skills to children with ASD in inclusive settings: a meta-analysis. Journal of Behavioural Education, 25(2), 223- 248. doi: doi:10.1007/s10864-015-9240-1
2. Caulder, L., Hill, V., & Pellicano, E. (2012). ‘Sometimes I want to play by myself’: understanding what friendship means to children with autism in mainstream primary schools. Autism, 17(3), 296–316. doi: 10.1177/1362361312467866
3. Hebron, J., & Humphrey, N. (2014). Exposure to bullying among students with autism spectrum conditions: a multi-informant analysis of risk and protective factors. Autism, 8(6), 618- 30. doi: 10.1177/1362361313495965
4. Steinbrenner, J.R.D., & Watson, L.R. (2015). Student engagement in the classroom: the impact of classroom, teacher, and student factors. Journal of Autism and Development Disorders, 45(1), 2392–2410. doi10.1007/s10803-015-2406-9
5. Wodak, R. & Meyer, M. (2012). Methods of critical discourse analysis. London, England: Sage Publication.

Skip to content