IL-MINISTRU EVARIST BARTOLO PPREZENTAT B’SURVEY DWAR L-EDUKAZZJONI INKLUSSIVA

Illum it-Tlieta, 4 ta’ Awissu, il-Ministru ta’ l-Edukazzjoni u l-Kultura Nazzjonali, l-Onor. Evarist Bartolo íie ppreúentat bir-riúultati ta’ survey dwar l-edukazzjoni inklussiva fl-iskejjel taæna.

Dawn huma r-riflessjonijiet mill-Ministru Bartolo dwar is-survey:

Jidher ðar li hemm búonn li l-Gvern ikompli jimpenja ruóu biex l-iskejjel jinbidlu u jsiru aójar biex jilqæu ío fihom tfal u úæaúaæ bi búonnijiet speðjali biex jieódu l-edukazzjoni taæhom flimkien ma’ tfal u úæaúaæ oóra.  Hemm búonn ta’ aktar faðilitajiet u ta’ aktar nies imóarría.

Waqt li jidher li mxejna ’l quddiem f’dan il-qasam, qatt ma nistæu nkunu sodisfatti b’dak li æamilna.  Fadal óafna u óafna x’naæmlu.  Irrid nirringrazzja lill-uffiðjali tad-Diviújoni ta’ l-Edukazzjoni, lill-Malta Union of Teachers, lill-kapijiet ta’ l-iskejjel, lill-æalliema u lill-facilitators, lill-Kummissjoni Nazzjonali Persuni b’Diúabilità, lið-Child Development Advisory Unit, lill-Fondazzjoni Eden u lill-Fakultà ta’ l-Edukazzjoni æax-xoæol li qed naæmlu flimkien biex nibdlu s-sistema edukattiva u naæmluha waóda li tóalli jimxu ’l quddiem lil dawk li kapaði jimxu ‘l quddiem iúda ma tóallix jaqæu lura lil dawk li æandhom diffikultajiet biex jitæallmu.  Fadal óafna tibdil x’naæmlu.

Il-Gvern se júid l-impenn tieæu biex úid it-taórií u l-edukazzjoni kontinwa biex l-æalliema u l-facilitators ikunu aííornati aójar biex jaætu s-sehem taæhom f’sistema edukattiva li teduka u tilóaq lil kulóadd.

Il-Gvern se júid l-impenn tieæu biex jissaóóu r-relazzjonijiet bejn l-æalliema u l-facilitators æax il-kwalità ta’ l-edukazzjoni tiddependi óafna mill-kollaborazzjoni ta’ bejniethom.  Il-Gvern huwa mpenjat li fl-iskejjel tidóol dejjem iújed il-kollaborazzjoni bóala l-aqwa metodu ta’ tmexxija fl-edukazzjoni biex naffrontaw il-problemi u nsolvuhom.  Il-Gvern irid iúid il-kollaborazzjoni bejn l-awtoritajiet edukattivi, il-kapijiet ta’ l-iskejjel, il-íenituri, l-æalliema u l-facilitators.  Din il-kollaborazzjoni trid tiúdied ukoll ’il barra mill-iskola ma’ nies mill-qasam tas-saóóa u tas-servizzi professjonali tal-psikoloíisti edukattivi.

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Il-Gvern se jaódem biex jiúdied aktar l-æarfien li l-æalliema jibqæu responsabbli ta’ dak li jiíri fil-klassi u l-facilitators qeædin hemm biex jæinu u jappoííjaw lill-æalliema fix-xoæol edukattiv taæhom mat-tfal kollha tal-klassi.  Flimkien hemm búonn li nibnu qafas ta’ x’æandhom ikunu r-responsabbiltajiet bejn l-æalliema u l-facilitators fil-klassi æall-íid tat-tfal kollha.

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The Inclusive Education Programme In Maltese Schools   —

An Independent Evaluation

In January, the Hon Evarist Bartolo, Minister of Education and National Culture, gave his approval to a nation-wide evaluation of the inclusive education programme in Maltese schools.

The research team consisted of Dr Mark G. Borg as Project Director, Mr George Borg and Dr Victor Martinelli.  The team was supported by 20 B Psy students who acted as research assistants.

The report is based on data from four interview surveys with teachers, facilitators, children with special needs and parents.  In all, 927 participants were interviewed from 69 schools in Malta and Gozo.

Results show that, although most of the teachers and facilitators working with children with special needs in inclusive settings are generally untrained and unprepared, through experience, however, the vast majority now feel confident and in favour of inclusive education.

The majority of teachers, facilitators and parents felt that most children with special needs had integrated well with the rest of the class.  Similarly, most children with special needs were perceived by the stakeholders as having gained both socially and educationally from being on the inclusive programme.  The responses of the children indicated that they are well integrated in their schools.

The majority of parents reported that their scholastic and social expectations were realised to a great extent.  For most parents, social and independent living skills were heavily prioritised over scholastic skills.

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By and large, relationships between teachers and facilitators were reported to be optimal.  What few problems were reported were primarily of a professional nature. This was also the case with parents' relationships with teachers and facilitators.  An optimal working relationship exists among parents, teachers and facilitators.

Although most teachers and facilitators in the inclusive education programme feel that they are receiving all possible support from both the heads of school and colleagues, they also feel that the resources available at school are inadequate.

According to teachers and facilitators, between a half and a third of facilitators appear to be working on a one-to-one basis.  Similar figures also apply to the role of the facilitator as a general classroom help, as reported by these two groups of respondents.

While most facilitators would like to see themselves working as a general classroom help, it appears that most classroom activities are initiated by the facilitator, as reported by half the teachers and facilitators.