title: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands.

authors: Simi, Janine

subjects: Special education

abstract: Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

text: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands. Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

year: 2008

title: Environmental Assessment of the Effects of Leachate Irrigation and Seepage from the Paokahu Landfill, Gisborne, New Zealand.

authors: Joblin, Mark Hugh

subjects: Landfill

abstract: Paokahu landfill operated near Gisborne from 1977 to 2002. About 1 million cubic metres of mixed domestic and industrial (predominantly food processing) wastes were disposed of at the site.  The Paokahu landfill is located on the Poverty Bay Flats on low lying flat ground, which was originally the base of a tidal lagoon.  A 300m wide band of costal dunes separates the landfill from the Poverty Bay coast.  The landfill covers an area of approximately 20 Ha and is unlined but fully capped.  Leachate is collected in a cut-off drain which surrounds three quarters of the landfill.  Disposal of the leachate is by spray irrigation onto the landfill cap with 13,000 - 15,000 m3 of leachate irrigated annually.  The site is currently used for grazing sheep. 

The overall aim of this study was to improve our understanding of the effect that Paokahu landfill is having on the environment and to determine if the current management practices are sustainable.  Specific objectives were to collate and review all the groundwater and leachate monitoring data held by Gisborne District Council to determine if the landfill was affecting the local groundwater and to investigate the effect of leachate irrigation on the landfill cap's soil and vegetation.

The groundwater monitoring data showed the local groundwater was generally affected by salt water intrusions giving the groundwater high anion and cation concentrations.   There was no evidence of a leachate plume originating from the landfill and no conclusive evidence of leachate contamination in any of the groundwater monitoring bores. 

The leachate had a high electrical conductivity (mean = 9350  Scm-1) and high soluble salts content (mean values, Na = 845 gm-3, K= 496 gm-3, Ca = 240 gm-3, Mg = 127 gm-3, Cl =1346 gm-3).  Heavy metals were present in low concentrations and Semi Volatile Organic Compounds were no longer present in the leachate.  Cation and anion concentrations were generally higher in the groundwater than in the leachate.  The main risk to groundwater quality from leachate contamination was from ammonical nitrogen and nitrate.

The leachate irrigation had caused an increase in soil cation concentrations particularly Na in the landfill cap.  However, the soil Exchangeable Sodium Percentage of 1.5 - 2.9, leachate Sodium Adsorption Ratio (6.5) and Electrical Conductivity of (4317  S cm-1) and silty soil material of the landfill cap indicated that soil swelling and dispersion was unlikely to occur in irrigated areas of the landfill cap.  Dispersion index testing supported this conclusion with no significant increase in aggregate dispersion under the irrigated areas of the landfill compared to the non-irrigated areas.  Soil metal concentrations were low and there was no significant difference in soil heavy metal concentrations between the irrigated and non-irrigated areas of the landfill cap.  Leachate Mn concentrations (mean = 1.39 g m-3) were high enough to be potentially toxic to plants, but the soil pH (7.4) and Ca (46.7 me/100g) content mean that Mn toxicity is unlikely to occur.  Leachate irrigation appears sustainable under current conditions.

text: Environmental Assessment of the Effects of Leachate Irrigation and Seepage from the Paokahu Landfill, Gisborne, New Zealand. Paokahu landfill operated near Gisborne from 1977 to 2002. About 1 million cubic metres of mixed domestic and industrial (predominantly food processing) wastes were disposed of at the site.  The Paokahu landfill is located on the Poverty Bay Flats on low lying flat ground, which was originally the base of a tidal lagoon.  A 300m wide band of costal dunes separates the landfill from the Poverty Bay coast.  The landfill covers an area of approximately 20 Ha and is unlined but fully capped.  Leachate is collected in a cut-off drain which surrounds three quarters of the landfill.  Disposal of the leachate is by spray irrigation onto the landfill cap with 13,000 - 15,000 m3 of leachate irrigated annually.  The site is currently used for grazing sheep. 

The overall aim of this study was to improve our understanding of the effect that Paokahu landfill is having on the environment and to determine if the current management practices are sustainable.  Specific objectives were to collate and review all the groundwater and leachate monitoring data held by Gisborne District Council to determine if the landfill was affecting the local groundwater and to investigate the effect of leachate irrigation on the landfill cap's soil and vegetation.

The groundwater monitoring data showed the local groundwater was generally affected by salt water intrusions giving the groundwater high anion and cation concentrations.   There was no evidence of a leachate plume originating from the landfill and no conclusive evidence of leachate contamination in any of the groundwater monitoring bores. 

The leachate had a high electrical conductivity (mean = 9350  Scm-1) and high soluble salts content (mean values, Na = 845 gm-3, K= 496 gm-3, Ca = 240 gm-3, Mg = 127 gm-3, Cl =1346 gm-3).  Heavy metals were present in low concentrations and Semi Volatile Organic Compounds were no longer present in the leachate.  Cation and anion concentrations were generally higher in the groundwater than in the leachate.  The main risk to groundwater quality from leachate contamination was from ammonical nitrogen and nitrate.

The leachate irrigation had caused an increase in soil cation concentrations particularly Na in the landfill cap.  However, the soil Exchangeable Sodium Percentage of 1.5 - 2.9, leachate Sodium Adsorption Ratio (6.5) and Electrical Conductivity of (4317  S cm-1) and silty soil material of the landfill cap indicated that soil swelling and dispersion was unlikely to occur in irrigated areas of the landfill cap.  Dispersion index testing supported this conclusion with no significant increase in aggregate dispersion under the irrigated areas of the landfill compared to the non-irrigated areas.  Soil metal concentrations were low and there was no significant difference in soil heavy metal concentrations between the irrigated and non-irrigated areas of the landfill cap.  Leachate Mn concentrations (mean = 1.39 g m-3) were high enough to be potentially toxic to plants, but the soil pH (7.4) and Ca (46.7 me/100g) content mean that Mn toxicity is unlikely to occur.  Leachate irrigation appears sustainable under current conditions.

year: 2010

title: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand

authors: Waitoki, Waikaremoana

subjects: critical race theory

abstract: Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

text: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

year: 2024