Complete national overview - Malta

Legal system

Early intervention

The Maltese system for early intervention is not incorporated within a legislative framework. Early childhood education provision for children 0-3 years is not widespread in Malta although the government has introduced schemes to increase the participation rates at this level of education; the take up rate has not matched the government's efforts. This can be traced to the distinct characteristics of the Maltese islands, namely the size factor and the strong family ties where parents prefer to leave their young child with grandparents or relatives rather than in a child day care centre and also the short distance needed to travel between the workplace and the relatives' home.  Between 2003 and 2005, the research evidence highlighting the importance of early intervention in the development and education of pupils motivated, the Ministry for the Family and Social Solidarity at that time, to further develop this important building block of social policy. ‘The Ministry for the Family and Social Solidarity is preparing the necessary legislation that will give the State the power to publish regulations to set standards.’ (National Standards for Child day care facilities, 2006).

The government has introduced tax rebates on tuition fees for child day care to the child's parents and also to employers who provide child care services at the workplace. Three child day care centres have been opened on the premises of state primary schools on a public/private partnership model. This would encourage parents dropping their older pupils at the primary school to enrol the younger sibling at the child day care centre. Child care centres are mainly regulated by the standards set by the Ministry for Social Policy. Standards also ensure that premises are suitable and accessible to pupils with disabilities in compliance with the Equal Opportunities (Persons with a Disability) Act, (Chap. 413).  
Standard 10 of the National Standards for Child Day Care Facilities is dedicated to Equal Opportunities and pupils with special needs. Early Intervention and Home tuition are two other services directed by the Directorate for Educational Services. Pupils with difficulties and disabilities as part of a multidisciplinary team assessment at the Child Development Assessment Unit are referred for Early Intervention Service. The service is given to these students in their own home setting. Some private entities or foundations provide early intervention services but these are procured by the parents at their own initiative. A national policy was launched in 2006 on Early Childhood Education and Care discussing policy matters for all pupils in their early years. 

Pre-Primary – Kindergarten

Pre-primary education is provided for 3 and 4 year olds in both state and non-state institutions.
The Education Act 1988 and its subsequent amendments refer to pre-school education stating that ‘state may provide schools for infants who are under compulsory school age’. The National Minimum Curriculum (1999) that applies to all schools in Malta has the force of legislation subsidiary to the Education Act and dedicates a section to Early Childhood Education, mainly for pupils aged 3-4 years old. The National Minimum Curriculum 1999, emphasises as one of its major principles the issues of inclusive education in all years including that of early childhood. A child with apparent special needs is admitted into a mainstream kindergarten unless the parents believe that their child can receive a better education and care in a special school. If a kindergarten assistant discovers during daily contact with the child that extra support is needed the child is referred to the relevant professionals, and reports together with a referral are sent to the Statementing Moderating Panel.

Compulsory School

The Education Act 1988 and its subsequent amendments state that compulsory school starts at the age of 5 years. It clearly states that it is the duty of every parent of a minor to ensure that their child:

• is registered in a school for the first scholastic year starting when s/he is of the compulsory school age;
• continues to attend school up to the end of the scholastic year during which the minor ceases to be of compulsory school age - or up to the end of a further period as the Minister may prescribe by regulations;
• attends school every day, unless the minor has a good and sufficient cause to be absent from school.

Therefore all students with or without special needs must attend school during their compulsory education age.

The Education Act 2006 also states that ‘it is the right of every parent of a minor to give his decision with regard to any matter concerning the education which the minor is to receive’. In the amended Education Act (2006) reference is made to resource centres instead of special schools and this underlines the state’s commitment to inclusive education:

• It shall be the duty of the state to provide resource centres, whose specialised role will include provision for students with individual educational needs who would benefit more from being in such centres than in mainstream schools, for such time as may be appropriate depending on their needs;
• A minor shall be deemed to have special educational needs when the minor has special difficulties of a physical, sensory, intellectual or psychological nature.

The Equal Opportunities Act (2000) refers to education specifically by stating that it is unlawful for an educational authority or institution to discriminate against:

• An applicant for admission as a pupil on grounds of his disability or a disability of his family members by refusing to accept his application for such admission or in the terms or condition on which such educational authority or institution is prepared to admit him as a student. 
• A student on the grounds of his disability or disability of any family members by denying him access, or limiting his access, to any benefit provided by such educational authority or institution or expelling him from the educational institution he is attending.

The National Minimum Curriculum (1999) that applies to all schools in Malta and has the force of legislation subsidiary to the Education Act, recognises inclusive Education as one of the basic principles in education. This applies to all students with and without special educational needs. The educational system must also ensure the availability of structures and that all those students whose first language is not the spoken language are not excluded from the mainstream educational provision.

A document called ‘Creating Inclusive Schools’  includes guidelines for the implementation of the National Curriculum Policy on Inclusive Education.

Compulsory School for students with Special Educational Needs and Provisions at Special Schools

The Constitution of Malta states that ‘disabled persons and persons incapable of work are entitled to education and vocational training’.

The Education Act 2006 also states that ‘it is the right of every parent of a minor to give his decision with regard to any matter concerning the education which the minor is to receive’. In the amended Education Act (2006) it makes reference to resource centres instead of special schools and this underlines the state’s commitment to inclusive education:

• It shall be the duty of the state to provide resource centres, whose specialised role will include provision for children with individual educational needs who would benefit more from being in such centres than in mainstream schools, for such time as may be appropriate depending on their needs
• A minor shall be deemed to have special educational needs when the minor has special difficulties of a physical, sensory, intellectual or psychological nature.

The Equal Opportunities Act (2000) refers to education specifically by stating that it is unlawful for an educational authority or institution to discriminate against:

• An applicant for admission as a student on grounds of his disability or a disability of his family members by refusing to accept his application for such admission or in the terms or condition on which such educational authority or institution is prepared to admit him as a student. 
• A student on the grounds of his disability or disability of any family members by denying him access, or limiting his access, to any benefit provided by such educational authority or institution or expelling him from the educational institution he is attending.

Where an educational authority or institution has been wholly or primarily established for students who have a particular or specific disability, such education authority or institution may restrict admission to such an institution to persons who only have that particular or specific disability and refuse admission to other persons who do not have that particular or specific disability but another disability.
Where the admission of a person with a disability as a student in an educational institution would necessitate the procurement of services or facilities that are not required by students who do not have a disability, the educational authority or institution concerned may refuse or fail to accept the admission as a student of such person in that educational institution if such authority or institution proves that the admission of such person in such institution would require services or facilities the provision of which would impose unjustifiable hardship on the educational institution or authority concerned.

The Ministry of Education through the Ministerial Committee on Inclusive Education (MCIE) (2000) issued a policy statement about the procedure adopted for the Individual Education Programme (IEP) for students with special needs. This is called ‘Inclusive Education Policy’ regarding students with disabilities.

In 2002, guidelines for special examination arrangements for candidates with particular requirements were also issued. Special arrangements are made for compulsory education examinations and beyond. These guidelines were amended in 2007.

Job Orientation and Preparation at the End of Compulsory Education

The 1988 Education Act as amended by Act XIII of 2006 currently governs secondary education. Article 44 states that it is the duty of the state to provide for secondary education of the students of Maltese citizens being students who have completed their primary education and who do not have special educational needs. However, as many students with special needs as possible are being included in mainstream secondary education.

Article 48 of the Education Act, 2006 refers to the preparation of citizens for work and states that it shall be the duty of the state, having provided for the education of Maltese citizens, to enable them to form their own independent judgement, to establish school facilities which the State may deem necessary to provide for those citizens with the opportunity to qualify in trades, skills, artisan, technical or commercial activities, and in the profession in order to prepare, instruct and instil discipline in those citizens for work in the community.

Articles 49 to 62 of the Education Act, 2006 refer to the setting up of Colleges, their functions and administration.

Articles 63 to 71 of the Education Act, 2006 refer to the establishment and functioning of the National Commission for Higher Education.

Articles 85 to 112 of the Education Act, 2006 refer to the setting up, functions and governance of the Malta College of Arts, Science and Technology (MCAST).

MCAST has the Basic Skills Unit  and assists students who have no formal qualifications including students with Special Educational Needs and provide support in Maltese, English, Mathematics and Information Technology. The Pathway to Independent Living Course  at MCAST is a two year course for school leavers with moderate learning difficulties.

Guidance is provided to students and their parents, as in mainstream schools, taking into consideration the student’s particular disability. The Student Services Department provides the services of two transition teachers. One teacher works with students finishing their secondary schooling while another works with students in special schools and helps to co-ordinate transition to adult centres or any employment links available. The role of parents of students with special needs in special schools generally play a greater part than it does in the case of students with mild special needs in mainstream. Efforts to help students with disability to find work are made by the Eden Foundation mainly for those students who attend the Foundation’s courses. This is done in collaboration with the Employment and Training Corporation. People with disabilities receive coaching in specific training programmes including the participation of industry in certain instances.

The Link between School and the Labour Market for Adolescents with Special Educational Needs

The Employment and Training Services Act (1990) Article 16  established the functions of the Employment and Training Corporation in regards to the provision of training services.

The Employment and Training Corporation  has a section called The Supported Employment Section which supports and targets disadvantaged groups to enhance their capabilities to integrate into labour market. A Bridging the Gap Scheme  is designed to support a trainee in the transition period from unemployment to employment. It allows the employer to evaluate the performance of the trainee in the workplace, prior to proper engagement.

Financing

Early Intervention

Child care centres for children 0-3 years are generally run by independent private entrepreneurs. Parents who send their children to child day care centres will be given tax rebates on the fees they pay.

Pre-Primary – Kindergarten

State Kindergarten education is free of charge and accessible to all including pupils with disabilities. Besides this, parents having the care and custody of their children may be entitled to a Students’ Allowance if their reckonable annual income does not exceed a certain level. Funding is provided centrally by the Ministry of Education, Culture, Youth and Sport. The funds are appropriated during the parliamentary debate on financial estimates towards the end of the year.

Compulsory School

State compulsory school education is free of charge, thus parents do not pay any fees. Pupils receive free textbooks, some writing materials and free milk, and a number of psycho-social and medical services. In secondary schools tuition and textbooks are free of charge. Transport is also provided free of charge. This also applies to pupils who have disabilities and who need further transport facilities to travel to school. Parents of pupils of this age may be entitled to the Children’s Allowance provided that they have the care and custody of their children and as long as the total reckonable income for the previous year of the claim does not exceed a certain level. Again, funding is provided centrally by the Ministry of Education, Culture, Youth and Sport. The funds are appropriated during the parliamentary debate on financial estimates towards the end of the year.

Compulsory School for Pupils with Special Educational Needs and Provisions at Special Schools

Families who have a child with special needs receive an additional allowance from the government to cover additional expenses. Education is free for all pupils in all State and Church schools and this is funded centrally by the Ministry of Education, Culture, Youth and Sport. Educational support given to pupils attending these schools, including the allocation of a Learning Support Assistant (LSA) is also free of charge. During 2009, the government will be expanding this service to pupils with special needs in mainstream private independent schools. Prior to 2009, the parents of pupils attending independent schools and who required the support of an LSA because of their child’s special educational needs, benefited from income tax relief.

Job Orientation and Preparation at the End of Compulsory Education

There are no tuition fees for the end of compulsory education and post secondary education continues to be free of charge. Students do not receive any financial support but their parents may qualify for students’ allowance unless their income is higher than the established threshold.

Financial support is given to students attending upper secondary education and training courses. They receive a maintenance grant that is not refundable. They also receive an additional sum at the start of the school year for the purchase of books/ computer required for the course.

The University, the Malta College of Arts Science and Technology and the Institute of Tourism Studies receive funds from the Ministry’s budgets and these are managed by the respective institutions. Students at the Malta College of Arts Science and Technology receive a lump sum allowance at the beginning of the academic year in the form of a credit card together with a monthly maintenance grant allowance for the duration of their programme of studies.

The Link between School and the Labour Market for Adolescents with Special Educational Needs

The initiatives taken by the Employment and Training Corporation (ETC) are financed by the government. Courses organised by the ETC are free of charge for the unemployed however sometimes a relatively small fee is charged for some courses.

Identification of special educational needs 

Early intervention

The Child Development Assessment Unit (CDAU), part of the Ministry of Health cater for children when still babies, assesses the needs of children in a trans-disciplinary way.

Pre-Primary – Kindergarten

Pupils can be assessed by the educational psychologists of the Directorate for Educational Services in order to identify the particular educational needs of each pupil and recommend the service and whether support is needed. The Statementing Moderating Panel ensures that appropriate provision is made for each pupil with special needs.

Compulsory School

The State’s School Psychological Service can provide a psycho educational assessment and intervention service for pupils and pupils with special needs due to physical, mental, perceptual, emotional and behavioural difficulties. These collaborate with CDAU on the assessment and identification of pupils with special needs.

Compulsory School for Students with Special Educational Needs and Provisions at Special Schools

Services available in mainstream schools are also available in special schools and for the pupils attending these schools. However, generally these schools cater more for pupils who have more demanding needs and more severe difficulties.

Statementing Moderating panel

Pupils with special needs may be assessed by the Statementing Moderating Panel (SMP), a specialist panel that identifies the specific needs of each pupil and advises on the special provision required within the mainstream education system. The SMP is the State recognised body empowered to develop a statutory assessment of the support required in order to ensure a quality education for pupils with an impairment. The work carried out by the SMP is based on the Inclusive Education- Policy regarding pupils with a disability.

When a student is assessed the needs are identified as there is no legal definition of special needs. Broadly speaking one may consider the following broad classification of disabilities as documented in the Education Act.1988:

• Pupils with a physical disability;
• Pupils with sensory impairment (such as hearing or visually impaired);
• Pupils with psychological difficulties;
• Pupils with intellectual difficulties.

However, it is being recommended that the following categories for statistical purposes are to be used in the near future: Intellectual Disability, Specific Learning Disability, Communication Difficulties, Sensory Difficulties, Physical Disability, Multiple Disability, Emotional and Behavioural Difficulties.

Special needs education within the education system

Early Intervention

Early intervention aims at helping the child to develop his/her full potential in spite of the child’s needs. It also provides support to parents/legal guardians, tutors , teachers and learning support assistants (LSAs) in the holistic educational development of the child paving the way for his/her future scholastic experience.

The Early Intervention Service is one of the services provided by the Student Services Department. It caters for children from birth to 5years and who are experiencing developmental, medical, psychological, physical, learning and/or other difficulties. Referral is made by the family doctor to the Child Development and Assessment Unit (CDAU). Each child is then followed through home and school visits (when s/he enters kindergarten) by the same teacher.

Kindergarten

Kindergarten caters for all three-year and four-year old pupils. They form part of the primary schools.

Provision within Mainstream Education

It is the government's policy to include pupils with special needs within the mainstream education system. This includes kindergarten and compulsory education up to secondary level.  However, parents are left to decide which provision is best for their child, particularly when pupils with severe special needs require specialised services and facilities that are difficult to obtain in mainstream schools.

Pupils with special needs attending mainstream schools may be given the services of a Learning Support Assistant as a support in class. This support has to be recommended by The Statementing Moderating Panel (SMP) The SMP is the State recognised body empowered to develop a statutory assessment of the support required in order to ensure a quality education for pupils with an impairment.

Pupils with sensory impairments besides being supported by LSAs are also supported by a peripatetic teacher, who visits the schools once or twice a week depending on the needs of the pupils. There are also pupils who communicate through sign language and are provided with the services of the sign language interpreters. These pupils are also supported by interpreters at post-secondary education.

Inclusion Co-ordinators (INCOs) support primary schools in the implementation of the Inclusive Education Policy. These INCOs support SMTs, parents, teachers and LSAs and help to co-ordinate service provision for pupils with special needs attending mainstream schools.

Special needs support in Special Schools

Although pupils with special needs are generally included within the mainstream education system rather than special schools, a number of special schools still function to cater for the more demanding needs and to satisfy the wishes and expectations of parents who consider that their children can receive a better educational service in a special school where there may be better educational provision than that obtainable in mainstream school.

The existing special schools are networked so that they can complement each other's services and facilities and to work closer with mainstream schools. The schools aim to provide an education tailored to meet the needs of the individual student. The skills covered are cognitive, gross motor, social, language – both receptive and expressive, self-help, cooking, sewing and others. Good health, personal hygiene and training for adult life are promoted and given utmost importance.

Two of the schools offer support to pupils who are experiencing social and emotional behavioural difficulties.

Over the years, substantial investment has been made in these schools in order to provide all the required facilities and services and to turn them into resource centres that will also support mainstream schools. As a result, facilities and services provided at these schools can be made use of by pupils with special needs in other special schools or in mainstream schools.

Curriculum

Pupils in the special schools follow the mainstream curriculum with the adaptation and modifications necessary to ensure full access to the curriculum. It is highly stressed in these schools that ALL pupils should have access to a common set of subject syllabi with the same quality of subject content. This enhances equal learning opportunities and experiences for ALL pupils to become educated persons. Each pupil follows his/her Individual Educational Programme (IEP) which is agreed upon and revised annually during an IEP conference meeting with the involvement of all the professionals working with the pupil: school administration, teachers, LSAs, parents and sometimes the pupils themselves.

The Inclusive Curriculum Project aims at raising the standard of educational achievement for all pupils with special needs, ensuring that all pupils have access to the Maltese syllabus. This project will provide a vast repertoire of teaching activities and ideas intended for all ages and abilities. It also aims at enhancing teachers to develop their professional skills thus improving their classroom practice for all pupils. 

Private Education

There are no private special schools catering specifically for pupils with special needs. However, pupils with special needs are accepted in Church and Independent schools and the support they require, including the allocation of an LSA is generally paid for by the Government

Student Services Department

The Student Services Department, has the responsibility of all the services provided to pupils with special needs in both mainstream and special schools.
The Department offers services for the visually impaired, hearing impaired, home tuition, hospital classes, early intervention and services for pupils with communication difficulties which include the access to the Communication and Technology Unit (ACTU) and the Autistic Spectrum Disorder Support Team (ASST). 

Other services that fall under the responsibility of this department are all psycho-social services which include: Guidance and Counselling, School Social Workers, School Psychological Service, Education Medical Service,  Safe Schools Programme

The  premises are also used for teacher training.  Training programmes are available on regular basis during and after school hours.

The Inclusive Education and Special Education/Resource Centres Sections work in collaboration with non-government organisations, Child Development Assessment Unit, National Commission for Persons with a Disability, various professionals within the health care services, mainstream and special schools and other educational establishments.

The Statementing Moderating Panel and the Appeals Board are also housed at the Centre.

Educational / Vocational Guidance, Education / Employment Links

Guidance is provided to students and their parents, as it is done in mainstream schools, taking into consideration the student’s particular disability. The SSD provides the services of two transition teachers. One teacher works with students finishing their secondary schooling while another works with students in special schools and helps to co-ordinate transition to Adult Centres or any employment links available. The role of parents of students with special needs in special schools generally plays a greater part than it does in the case of students with mild special needs in mainstream.
A transition programme from one level of education to another and from school to life or working life is formulated for individual students.

The University and the Malta College of Arts, Science and Technology have special provisions for persons with a disability who can fruitfully follow one of their courses.

The University of Malta is committed to provide full accessibility to its students, including students with a disability who wish to continue to further their studies. To achieve this, the University has set-up the ACCESS-Disability Support Committee (ADSC). In order to provide the best environment for the students the ACCESS-Disability Support Unit (ADSU) is on campus and provides the services of a co-ordinator to assist the students with their needs. The ADSU has an equipped office that provides full services to persons with visual, hearing and physical impairments.

Certification

Assistance to pupils with special needs is given when they sit for national examinations according to their specific needs so that they can show what they have learnt and what they know. Specific guidelines have been formulated for the purpose. If they succeed, they are awarded the same Certificate issued to other pupils.
Special schools provide only a school-leaving certificate. The formative assessment as indicated in their Individual Educational Programme could be indicative of their achievements during their time at school.

Teacher training - basic and specialist teacher training

Training for Early Intervention

Early Intervention teachers follow the same university course as primary and secondary school teachers. Teachers employed as early intervention teachers receive further in-house training organised by the Student Services Department (SSD).

Training of Kindergarten Assistants

The Malta College of Arts, Science and Technology (MCAST) provides a training progamme for persons wishing to work with children at kindergarten level. This Diploma in Student Care, Learning and Development, enables students to work in a professional capacity with children in child care and kindergartens. Apart from providing skills, knowledge and understanding in early years, the programme also provides knowledge and understanding in special needs education.

Training of Compulsory School Teachers

The initial training of teachers from primary level up to secondary level takes place at the University of Malta. Prospective teachers follow a Bachelor of Education Honours degree course. Teachers who teach in special schools follow the same courses as primary and secondary school teachers and then specialise or follow in-service training courses in teaching students with special educational needs.

Training of Learning Support Assistants

On employment, Learning Support Assistants in state schools follow a ten week (70 hour) evening course. This introductory course, which is organised by the Student Services Department (SSD) in the Directorate for Educational Services, gives participants basic skills, knowledge and understanding on working with and supporting pupils with special educational needs in mainstream education. The course has a practical component where LSAs are monitored and also supported in their place of work.

The SSD also offers a Level 5 certificate course for LSAs who have completed the 10 week introductory course. This course offers a more intensive follow up to the first course. Participants gain both practical and theoretical knowledge in the education of pupils with special educational needs.

These courses are also offered to LSAs in Church Schools.

The University of Malta also offers a two year course in facilitating inclusive education at  Diploma Level.

In-Service Training

On going in-service training to all teachers and support staff working in the Special Education Centre, in special schools and in mainstream schools is offered in various areas of special education. This includes courses and workshops in communication, ICT, curriculum development and planning, assessment and early intervention. All teachers are statutory required to attend one INSET course annually.

Development of inclusion

Special educational support and provision has a fairly long history in Malta with substantial contributions being made both by the State, the Catholic Church and non-governmental organisations. However since 1989, the Government embarked on an intensive programme for the promotion of inclusive education, with a substantial reduction in the number of pupils with special needs attending special schools and a corresponding increase in the number of pupils attending mainstream schools, providing a support service, including the service of a Learning Support Assistant (LSA) on a one-to-one basis, full-time or shared basis. A recent study on inclusive education published in 2005 has charted the future of inclusive and special education for the coming years.

Until approximately seven years ago, inclusive and special education was closely associated with primary education and few pupils with special needs succeeded in joining secondary or higher secondary education. However, the inclusion process in Malta has led to more and more pupils joining lower secondary schools while a number of others are proceeding even to tertiary education.

In 2005, an Inclusive and Special Education Review was carried out and the set-up of the Inclusive and Special Network together with its Centre.

In 2007 The Student Services Department (SSD) in the Directorate of Educational Services (DES) was set up with the appointment of a Director. In 2008 the Department appointed Service Managers to manage The Inclusive Education Section, Special Education and Resource Centres and Psycho-Social Service.

Kindergarten and Compulsory Schools

It is the government's policy to include pupils with special needs within the mainstream education system rather than in special schools. In March 2007 nearly 88% of pupils with a statement attended mainstream schools. However, parents are left to decide which provision they prefer for their children, particularly when pupils with severe special needs require specialised services and facilities that are difficult to obtain in mainstream schools.

During the last decade, action has been taken to make the school's physical environment for pupils with a mobility impairment as user friendly and accessible as possible. Moreover, pupils with special needs may be given the services to cater for their physical, sensory, intellectual or other needs.

Pupils with sensory impairments besides being supported by LSAs are also supported by peripatetic teachers, who visit schools once or twice a week depending on the needs of the pupils. There are also pupils who communicate through sign language and are provided with the services of sign language interpreters. These pupils are also supported by interpreters at post-secondary education.

A team of educational psychologists provide support to schools in catering for the education of pupils with special needs and may refer the pupils to the Statementing Moderating Panel. Referrals can also be made by the Head of School and also by parents.

A number of special schools still function to cater for the more demanding needs and to satisfy the wishes and expectations of parents who consider that their child can receive a better educational service in a special school where there may be better educational provision than that obtainable in mainstream schools.

It is estimated that only 0.36% out of the total pupil population attends these schools. The rest of the pupils receive their education in mainstream schools. The existing special schools are networked so that they can complement each other's services and facilities and to work closer with mainstream schools. They are supported educationally and professionally by a central unit.

Over the years, substantial investment has been made in these schools in order to provide all the required facilities and services and to turn them into resource centres that also support mainstream schools. As a result, facilities and services provided at these schools can be made use of by pupils with special needs in other special schools or in mainstream schools.

Pupils in special schools visit mainstream schools, usually nearby, for shorter or longer periods of time. There are also educational programmes being carried out between mainstream and special schools. Pupils in mainstream and special schools follow the mainstream curriculum with the necessary adaptation and modifications necessary to ensure full access to the curriculum. It is highly stressed in these schools that ALL pupils should have access to a common set of subject syllabi with the same quality of subject content. This should enhance equal learning opportunities and experiences for ALL pupils to become educated persons. Each pupil follows his/her Individual Educational Programme (IEP) which is agreed upon and revised annually during an IEP conference meeting with the involvement of all professionals working with the pupil: school administration, teachers, LSAs, parents and sometimes the pupils themselves. Peripatetic teachers give lessons in drama, art and craft, music, and physical education.

There are several other developments with regards to Inclusion in Malta including:
The National Policy and Strategy for the Attainment of Core Competences in Primary Education  which aims to address basic aspects of cognitive development which are essential for all learners.

Inclusive Curriculum supports teacher’s professional practice in raising standards of education for ALL pupils, ensure that all pupils in mainstream and special schools have access to a common set of subject syllabi thus ensuring equal opportunities and support teachers in achieving these goals through collective critical self-evaluation.

Transition from Primary to Secondary Schools in Malta