The Malta Federation of Organisations Persons with Disability, said in a statement on Tuesday that, students with disabilities have a “fundamental right to a good quality education. The role of the Learning Support Educator (LSE) is to bridge the gap between the student’s abilities and the curriculum, ensuring their full participation in class.”

Marthese Mugliette, President of the organisation stressed that “the efforts and stability provided by an LSE are invaluable in ensuring the student’s progress and well-being,” said Ms Mugliette.

Ms Mugliette highlighted the fact that many students with learning difficulties or disabilities require adaptations to the curriculum, alternative teaching methods, or one-on-one assistance to successfully engage with their education.

She went on to say that the LSE is also responsible for tracking the student’s academic and social development, in alignment with the goals set out in their Individual Educational Plan (IEP). “Continuous monitoring of the IEP throughout the scholastic year is crucial, even though it is recognised that not all goals may be met within the given timeframe.

MFOPD said that it has been informed of an agreement reached between the Education authorities and the Malta Union of Teachers, which resulted in an ‘Expression of Interest for Year 11 Non-Formal 6-Week Transition Programme LSE’. “This agreement raises serious concerns, as it implies that students with disabilities may be deprived of the continuity of support from their assigned LSEs during this crucial transition period.”

the organisation questioned, “why these students are being subjected to changes that compromise their education and well-being? Why is their right to consistent and quality support being overlooked? Such a situation should never have been brought about in the first place. The education of students with disabilities should not be used to fill gaps in the system.”

The organisation insisted that “it is unacceptable that these students are placed at a disadvantage due to structural decisions that do not prioritise their needs. The notion that these students should be left without the LSEs who have supported them throughout their education simply because of an examination period is both discriminatory and counterproductive.”

MFOPD, the national umbrella organisation for the disability sector with 44 enrolled NGOs, said that it “urges the Education authorities and relevant stakeholders to immediately review and rectify this situation. Students with disabilities deserve stability, proper support, and respect for their educational rights. We call for a commitment to inclusive education that truly ensures no student is left behind.”

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