Inclusion in Practice: Learning to Read with an Intellectual Disability in Malta

This study explored reading services and teaching methods for students with intellectual disabilities in Malta using a mixed-methods approach, the first in Malta. It analysed Individualised Education Plan data of students with intellectual disabilities and, additionally, the researchers interviewed 12 Inclusion Coordinators from all school sectors. Results show early intervention in language and literacy is prioritised, but literacy support declines in secondary education. Church schools tend to have more structured, inclusive practices, whereas state schools often lack consistent frameworks, leading to fragmented implementation. Key barriers include gaps in professional development, strict inclusion policies, and inconsistent leadership. Professionals also show uncertainty in advocating for bilingual literacy training. The study recommends developing a national literacy framework based on evidence-based practices, improving educator training, and establishing flexible, tiered intervention systems to support the inclusion and reading development of students with intellectual disabilities across all school sectors.