Scientific journal The Pedagogical Process: Theory and Practice

 Verbenets A. MODEL FORMATION PROCESS OF INCLUSIVE EDUCATION IN THE REPUBLIC OF MALTA (2000-2005)

Verbenets Anna, graduate student of the Department of Pedagogy,
Kryvyi Rih State Pedagogical University, 54 Haharina Ave,
50086 Kryvyi Rih, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.2.5459

Abstract

In the article the process of forming a model of inclusive education in the Republic of Malta (2000–2005) has been outlined. The analysis of the following legislative and regulatory rules of the Republic of Malta on inclusive education has been conducted: Law on Equal Opportunities (Equal Opportunities Act), the activities of the working expert groups have been characterized («Statementing Moderating Panel»), established at the Ministry of Education of the Republic of Malta, to examine the status and prospects for development of inclusive and special education. The activity of monitoring working groups being the basis and definite guidelines of the deployment of the formation of a new model of inclusive education in the Republic of Malta has been analysed. The following aim of the working groups has been stated: the study of issues concerning the teaching of inclusive education at different educational levels – the system of preschool, elementary, middle and secondary-special education and special schools in Malta and Gozo island, as well as the key provisions of the documents represented due to the results of monitoring of inclusive education system (2004–2005). The areas of realization of recommendations and proposals («Repositioning Plan»«Plan change»), the performance of inclusive education system by introducing the practice of the functioning of education systems of «new model» of inclusive education in the Republic of Malta, have been distinguished. The plan called for the development of a partnership model of parents and the public (Public-Parent Partnership) to unite the efforts of family, community and government agencies to meet the diverse necessities of children with disabilities. The analysis of educational principles covered in three articles of the Declaration of Principles of the Constitution of the Republic of Malta has been conducted. The areas of practical realization of strategies of the National Minimum Curriculum have been characterized. It deals with the solution of urgent issues of inclusive education.

Keywords:  children with special educational needs;  inclusive education;  model of inclusive education;  Republic of Malta.

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