Maltese primary teachers’ perceptions on the inclusion of students with autism in the mainstream classroom: A Critical Disability Theory perspective

Borg Saliba, Noella

Abstract

The number of students with autism in mainstream classrooms is globally surging year after year. As a result, teachers are experiencing extra pressure and increased responsibility to effectively meet these students’ individual needs and ensure their successful inclusion in mainstream classrooms. Given the association between teachers’ perceptions and their practices with students with autism – practices that directly impact students’ learning experience and development – studying teachers’ perceptions of the inclusion of students with autism becomes paramount. Through a mixed-method approach, this research investigates the multifaceted landscape of inclusive education and teachers’ perceptions within the Maltese context. Critical Disability Theory is used to guide this research, amalgamating the experiences and perspectives of teachers and analysing the role of creating more inclusive and equitable models within the realm of education. Four preliminary factors potentially influencing teachers’ perceptions and hindering the successful teaching and inclusion of students with autism were analysed. One hundred ninety-eight participants completed online questionnaires, while ten continued with the follow-up interviews. Findings revealed that most participants hold positive perceptions towards inclusion. They accept neurodiversity as the standard and believe that successful inclusion encompasses more than mere integration. Yet, participants also reported new issues that influence their perceptions and hinder students’ successful inclusion. These mainly include communication and power imbalances between educational stakeholders, vast curriculum, training and resources, teachers’ experiences, and the issue of responsibilisation. To improve practices and ensure a more successful inclusion, participants advocate for a systemic shift in educational policies, institutional structural and curricular changes, and enhanced training. This study contributes to scholarly research in inclusive education, autism, and Critical Disability Theory, offering valuable insights for educational stakeholders and researchers in an attempt to create a more inclusive mainstream setting where students with autism can thrive.

Citation

Borg Saliba, N. (2025). Maltese primary teachers’ perceptions on the inclusion of students with autism in the mainstream classroom: A Critical Disability Theory perspective. (Thesis). Keele University. Retrieved from https://keele-repository.worktribe.com/output/1109894

• Thesis Type: Thesis
• Deposit Date: Mar 21, 2025
• Publicly Available Date: Mar 21, 2025
• Keywords: primary teachers; Autism Spectrum Disorder; teachers’ perceptions; inclusion; mainstream classrooms; Critical Disability Theory
• Public URL: https://keele-repository.worktribe.com/output/1109894
• Award Date: 2025-03