Literacy provision for students with intellectual disability in Malta: A mixed‐methods analysis of policy and practice

Abstract This study examined literacy services and practices for students with intellectual disabilities in Malta using a mixed‐methods design. The researchers analysed 17,345 individualised education plan (IEP) goals and conducted semi‐structured interviews with 12 inclusion coordinators in state, church and independent schools. Findings showed that literacy support is prioritised in early and primary education, with goals concentrated in primary years ( n = 1886) and declining in secondary ( n = 881). While early intervention is emphasised, support appears to diminish over time, raising concerns about continuity. Church schools had more structured literacy frameworks, while state schools showed variability and less consistent implementation. Challenges included gaps in professional development, rigid views of inclusion and inconsistent leadership. Educators also expressed uncertainty in bilingual literacy instruction. This study is the first to triangulate national IEP data with stakeholder perspectives in Malta, offering a system‐level account of inconsistencies in literacy provision and highlighting the need for evidence‐based frameworks, improved training and sustained support.