An Evaluation of the Maltese School Literacy Environments and Practices of Students With Down Syndrome


This study aimed to evaluate the literacy abilities of students with Down Syndrome (DS) from the perspective of educators while also evaluating the school literacy environments of students with DS within the Maltese context. This enabled the researchers to investigate the level of collaboration between educators and other professionals, to evaluate whether educators were sufficiently knowledgeable about their students' abilities and how to use these skills to help them progress through the literacy acquisition journey. A quantitative explorative design was utilised to evaluate students with DS's literacy experience from their educators' perspective. Fifty-eight educators of students with DS were involved in the study. The researchers use Chi-square testing to analyse the collected data and identify similarities and differences between the different sectors and schooling levels. The study identified that students with DS could achieve a monoliterate or biliterate reading level in Malta. Results also shed light on the different literacy training practices. Not all educators were aware of the students' skills and difficulties and that such knowledge could contribute to better literacy intervention planning. The results have several educational implications, such as training for all educators in managing children with DS in the educational setting in relation to literacy intervention techniques and bilingualism. Results also highlight the importance of providing bilingual exposure to Maltese students with DS.

Author Information
Loredana Muscat, Institute for Education, Malta
Helen Grech, University of Malta, Malta

Paper Information
Conference: PCE2023
Stream: Education & Difference: Gifted Education

This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Muscat L., & Grech H. (2023) An Evaluation of the Maltese School Literacy Environments and Practices of Students With Down Syndrome ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon