The perspectives of secondary students with Intellectual Disability (ID) have not previously been examined in relation to their experiences with literacy curricula. This study engaged with a cohort of eight Maltese students, aged 13–16, to gain an in-depth understanding of their literacy experiences, assess the appropriateness of the literacy curriculum, capture the perceptions of parents and educators, as well as the instructional approaches employed by teaching staff. All participants in this qualitative research have mild or moderate ID. Through student interviews, a platform was established for these individuals to articulate their literacy experiences, further contextualized through direct classroom observations during literacy lessons. Additional interviews with parents, members of the Senior Leadership Team (SLT), and educators provided valuable insights into the broader educational context and illuminated stakeholders’ beliefs and perceptions. The findings, derived from both verbal accounts and observable engagement behaviours, suggest that students with ID are able to express their preferences regarding language learning, articulate challenges faced, and identify favoured topics connected to their personal interests. The contributions of educators and parents served to corroborate and enrich the students’ perspectives. Parents, in particular, highlighted examples of effective inclusion practices as well as barriers such as insufficient collaboration between home and school. The study also identified manifestations of ableism and disabling practices within teaching, learning, and assessment processes. Based on these findings, the study recommends regular incorporation of student voices in classroom settings, leveraging technology to enhance student potential, and ensuring a balanced curriculum to support a comprehensive literacy experience.

Authors:
Amanda Schembri Muscat, Institute for Education Pembroke Malta, Malta

About the Presenter(s)
Dr.Amanda Schembri Muscat
Full time PostDoctoral researcher Right to Voice - Literacy Journeys
Lecturer Institute for Education

Student Voice, Disability, Inclusion, Literacy, Classroom Engagement, UDL.

See this presentation on the full schedule – Wednesday Schedule

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