Educational policy of the republic of Malta: priority directions of development of inclusive education
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 61, Issue 1
Abstract
The article provides an overview of the regulatory acts of the Republic of Malta, that normalize the development of inclusive education. It has been pointed out that the teaching of students with special educational needs (further «SEN») in Malta, as in the vast majority of European countries, was formed within the framework of medical (limitative) concept. The analysis of national inclusive education systems proves that the system of legislative acts that declare the necessary rights and freedom and contain mechanisms for their provision is compulsory basis for its introduction and functioning. An appeal to sources on the history of inclusive education in Malta allows to state the gradual implementation of a variety of education models for this category of students: moral (associated with shame, prejudice and disdain to the person with developmental disabilities), charitable (the basis of which is sympathy and help to the people with disabilities),social (the aim is to overcome social discrimination of people with special needs) and multicultural (involves recognition and respect of ethnic and cultural diversity in society). Taking into account that the educational policy of the Republic of Malta develops in accordance with the common European tendencies in the inclusive direction, where the inclusion is understood as a multicultural phenomenon, it was stated that the intensification of implementation of the concept of inclusive education in Malta (in its multicultural model) afterentring to the European Union (2004). The regulatory legal documents of the Republic of Malta that determine the priority directions of the development of inclusive education are named. Those that had the greatest influence on a certain process are described. The priority directions of the development of inclusive education of the Republic of Malta include: affirmation of the definition of inclusion in its extended multicultural version; creation and support of a non-discriminatory educational environment; interaction of state institutions and public associations, scientific, pedagogical and parents communities in the development of inclusive education. The importance of interaction’s process between the state and public sectors is emphasized which is based on the achievements of scientific and pedagogical communities. It is concluded that the implementation of the inclusive policy is going through the construction of a clear structure of the educational process, which provides for the prevention of discriminatory treatment to students due through any signs and atmosphere of acceptance, affection and security, that is recognized and supported by all subjects of the educational process and the whole out-of-school environment.
Authors and Affiliations
Т. О. Дороніна, А. А. Вербенець
Keywords
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