MTSD100
Policies on the Rights of Students with Disabilities
ECTS Value: 3 ECTS
Contact Hours: 15
Self Study Hours: 36
Assessment Hours: 24
This module aims to increase educators’ awareness of the issues to promote and limited access that students with disabilities have to meaningful and educational experiences. Participants will reflect on the complex and interrelated issues that influence the delivery of an appropriate and differentiated education provision in view of the current policies on the rights of students with disabilities. Participants will develop an understanding of the influences of past and recent historical facts on society’s provision and treatment of students with disabilities. They will develop an appreciation of policies and initiatives driven by several different ideological assumptions together with their application to promote disabled students’ participation.
By the end of this programme, participants should be able to:
a. Ensure that a range of methodologies is available for students with disabilities with reference and consideration given to current issues and policies;
b. Advise on the validity of different ideologies and their potential in promoting choice and self-determination by students with disabilities;
c. Develop knowledge on the complex and interrelated issues that influence the delivery of the social, historical, and legal background to the provision of education of students with complex needs;
d. Critically evaluate a number of different pedagogies in view of the policies of the rights of students with disabilities and current inclusion policies within education.
a. Identify the current issues that promote and limit access that students with disabilities have to meaningful and educational experiences;.
b. Show initiative and originality to communicate these issues to other stakeholders.;
c. List a range of methodologies in view of considered and current perspectives of policies on the rights of students with disabilities.
d. Demonstrate critical understanding of current policies related to students with disabilities and their implementation in the school environment.
a. Demonstrate a critical evaluation of problems related to the rights of students with disabilities in a variety of contexts.
b. Demonstrate the critical and evaluative skills required for balanced reflection as well as for original perspectives of current issues.
c. Consider and report on practical issues from a variety of conceptual and philosophical perspectives.
d. Apply principles of good practice related to the national inclusion policies and frameworks.
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.
1. Ainscow, M., Slee, R., & Best, M. (2019). the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7-8), 671-676.
2. Bartolo, P. A. (2017). Meeting the diversity of student needs: The development of policy and provisions for the education of children with disability in Malta.
3. Bartolo, P. A., Agius Ferrante, C., Azzopardi, A., Bason, L., Grech, L., & King, M. (2002). Creating inclusive schools: Guidelines for the implementation of the National Curriculum policy on inclusive education.
4. Bezzina, C. (2006). Inclusive learning communities: the challenges facing reform in Malta. International Journal of Educational Management.
5. Borg, G., & Muscat, A. Policy Informing Practice or Practice forming policy? In Azzopardi, A. (2010). Making Sense of inclusive Education: Where everyone belongs.
6. Burlo, E. T. (2010). Inclusive education: a qualitative leap. Life span and disability, 203-221.
7. Callus, A. M., & Farrugia, R. (2013). Country report on Malta for the study on Member States’ policies for children with disabilities. European Parliament. Directorate-General for Internal Policies of the Union.
8. Ministry for Education (2019). A Policy on Inclusive Education in Schools Route to Quality Inclusion. Ministry for Education.
9. Ministry of Education, Youth and Employment (2012) Towards an education for all: A national curriculum framework 2012. Malta: Ministry of Education, Youth and Employment
1. Azzopardi, A. (2000). A Case Study of a Parents’ Self-advocacy Group in Malta. The Concepts of Inclusion, Exclusion and Disabling Barriers’ are Analysed in the Relationship that Parents have with Professionals. Disability & Society, 15(7), 1065-1072.
2. De Meulder, M. (2014). The UNCRPD and sign language peoples. UNCRPD Implementation in Europe A Deaf Perspective. Article 29: Participation in Political and Public Life. Edited by A. Pabsch. Brussels: European Union of the Deaf.
3. Hodge, N., & Runswick-Cole, K. (2008). Problematising parent–professional partnerships in education. Disability & Society, 23(6), 637-647.
4. Hunt, P. F. (2011). Salamanca Statement and IDEA 2004: Possibilities of practice for inclusive education. International Journal of Inclusive Education, 15(4), 461-476.
5. Kuper, H. and Grech, S. (2017). Editorial: Disability and the SDGs: is the battle over? Disability and the Global South, 4(1), 1061-1064. Available at: https://disabilityglobalsouth.files.wordpress.com/2012/06/dgs-04-01-01.pdf
6. Lamb, B. (2019, October). Statutory assessment for special educational needs and the Warnock Report; the first 40 Years. In Frontiers in Education (Vol. 4, p. 51). Frontiers.
7. Lombardi, M., Vandenbussche, H., Claes, C., Schalock, R. L., De Maeyer, J., & Vandevelde, S. (2019). The concept of quality of life as framework for implementing the UNCRPD. Journal of Policy and Practice in Intellectual Disabilities, 16(3), 180-190.
8. Mayo, P. (2014). Lifelong learning and schools as community learning centres: Key aspects of a national curriculum draft policy framework for Malta. In Challenging the’European Area of Lifelong Learning’ (pp. 265-271). Springer, Dordrecht.
9. Norwich, B. (2019). From the Warnock report (1978) to an education framework commission: A novel contemporary approach to educational policy making for pupils with special educational needs/disabilities. In Frontiers in Education (p. 72). Frontiers.
10. Scoldatic, K. and Grech, S. (2014). Transnationalising Disability Studies: Rights, Justice and Impairment. Disability Studies Quarterly, 34(2). Available at http://dsqsds.org/article/view/4249/3588
11. Snoddon, K., & Murray, J. J. (2019). The Salamanca Statement and sign language education for deaf learners 25 years on. International Journal of Inclusive Education, 23(7-8), 740-753.
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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