Core Reading List
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
Supplementary Reading List
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.