EDU5806 Assignment Task Section 1 – Theoretical and Conceptual Foundations (≈ 1,500 words) Focus: Inclusion theory and person-centred frameworks.
Tasks:
Explain the evolution of inclusive education, contrasting deficit and strengths-based paradigms (e.g., medical vs social model, inclusive pedagogy, UDL). Critically discuss the MAPS framework (Forest & Pearpoint, 1992) as a person-centred planning tool. Analyse how MAPS and IEPs represent complementary models for supporting learner diversity. Support your analysis with academic papers (citations) describe what is inclusive education, theories that are about inclusion theories, discuss about 3/4 whats the same whats different and how they can relate to your job Section 2 – Policy and Contextual Analysis (≈ 1,000 words) Focus: Maltese and international frameworks for inclusion.
Tasks:
Examine the Maltese National Inclusive Education Framework (2021) in relation to Article 24 of the UNCRPD (2007) and the Salamanca Statement (UNESCO, 1994). Whats common between the two Discuss how Maltese schools operationalise IEPs and person-centred planning through collaboration among teachers, LSEs, parents, and professionals. Critically evaluate key barriers and enabling factors (resources, workload, cultural diversity, professional training). Use a combination of policy documents and academic studies to support your argument. Section 3 – Case Study Application and Critical Reflection (≈ 1,500 words) Focus: Apply theory and policy to a learner case, designing and critiquing an inclusive plan.
Case Study: Adam – 11-Year-Old Learner with ADHD (Combined Type) and Behaviour Difficulties
Background: Adam is an 11-year-old Year 6 student attending a mainstream Maltese primary school. He has been diagnosed with ADHD (Combined Type), showing both inattentive and hyperactive-impulsive traits.
Strengths: • Highly verbal, curious, and imaginative. • Demonstrates strong oral reasoning and problem-solving ability. • Shows enthusiasm for hands-on activities such as science projects and coding. • Enjoys leadership roles in group work when engaged.
Challenges / Areas for Development: • Difficulty sustaining focus during extended reading or writing tasks. • Restlessness and impulsivity, especially during unstructured activities. • Interrupts peers, calls out, or leaves his seat frequently. • Struggles with organisation, homework routines, and transitions between subjects. • Becomes anxious before tests or when corrected in front of classmates.
Current Support: • Full-time LSE support. • Individual behaviour management plan by using positive reinforcement and token rewards. • Access to short movement breaks and a visual schedule. • Weekly self-regulation sessions with the school psychologist. • Family involved in home–school communication.
Tasks for Section 3:
Apply the MAPS process to Daniel’s profile: identify his history, strengths, dreams, fears, needs, and initial action plan. Develop IEP goals: • Two long-term goals. • One short-term objective. Critically evaluate: • How MAPS and IEP frameworks complement each other in supporting Daniel. • Ethical, cultural, and collaborative dimensions (teacher–parent–LSE partnership, behavioural bias, learner voice). Reflect: • How can educators balance structure and flexibility to promote inclusion and engagement for a learner like Daniel?