The Sociological Perspectives of Learning Support Educators in the Early Years and Primary Education in Gozo

Abstract

This study explores functionalist, conflict, and interactionist sociological perspectives held by learning support educators in Gozo on the notion of inclusivity and its correlation with pedagogical strategies for students with a statement of needs in Gozitan primary state schools. Sociological perspectives are the scientific perceptions of the logic behind particular societal behaviours observed within social groups. This paper presents a review of literature related to the sociological perspectives of educators on notions such as schooling, inclusivity, and impairment. Qualitative data were collected using two one-hour focus groups, held remotely due to the COVID-19 pandemic. Following analysis of the data, the findings particularly show how inclusive education in primary state schools in Gozo has seen dramatic improvement. The way that educators function according to their habits rather than their sociological perspectives was also strongly shown. Moreover, the findings suggest that teacher and learning support educator role-merging has advantageous effects on role fulfilment and educational inclusivity. While the findings suggest a clear need for further inclusive education training for teachers, they also outline how there needs to be a stronger collaboration between Ministry stakeholders and state school educators to formulate more educator-initiated inclusive education policies and procedures. In light of such findings, this research recommends an appropriate combination of all three perspectives to work towards schools that emphasise a nurturing and collaborative atmosphere.