title: Teachers' views on providing for children with special needs in inclusive classrooms:a papua new guinea study

authors: Mapsea, Allan Jim

subjects: iclusive eucation

abstract: The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs.

This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts.

The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. 

Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers' colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy. 

Government support is needed to effectively implement the inclusive education policy. This includes training of specialists to support teachers, funds for teaching and learning resources and facilities in schools.

The cultural implications and geographical issues have also had some impact on the implementation of the Inclusive Education Policy, while the issue of children with HIV and AIDS was raised that teachers needed to be prepared in order to accommodate and teach those infected children.

All these issues highlighted are very important and it is hoped that the outcome of the findings will provide the Department of Education with new strategies to improve and strengthen their commitment to implement Inclusive Education Policy.

text: Teachers' views on providing for children with special needs in inclusive classrooms:a papua new guinea study The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs.

This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts.

The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. 

Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers' colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy. 

Government support is needed to effectively implement the inclusive education policy. This includes training of specialists to support teachers, funds for teaching and learning resources and facilities in schools.

The cultural implications and geographical issues have also had some impact on the implementation of the Inclusive Education Policy, while the issue of children with HIV and AIDS was raised that teachers needed to be prepared in order to accommodate and teach those infected children.

All these issues highlighted are very important and it is hoped that the outcome of the findings will provide the Department of Education with new strategies to improve and strengthen their commitment to implement Inclusive Education Policy.

year: 2006

title: Adaptation to water scarcity in the context of climate change: A Case Study of the Nuku'alofa and Hihifo Districts, Tongatapu

authors: Fa'anunu, Jacqueline

subjects: Adaptation

abstract: For the most part, PICs and SIDS are constantly reminded of their vulnerability to climate change. Often, the increasing portrayal of island countries as vulnerable does not necessarily address what causes that vulnerability. The UNFCCC and IPCC have sought to adopt more adaptation measures alongside mitigation especially in vulnerability assessments. In the context of Tongatapu, adaptation in the water sector still holds significant political and economic challenges.  
This thesis explores the rural-urban adaptation experiences of residents in Nuku’alofa and Hihifo, Tongatapu, to water scarcity in the context of drought and climate change. It also seeks to investigate the role of vulnerability in the provision of aid, in reference to the PACC (Pacific Adaptation to Climate Change) water project in Hihifo. In utilising discourse analysis and analysis of semi-structured interviews and focus groups consisting of participants from Nuku’alofa and Hihifo, a range of themes emerged on the complexities of vulnerability and adaptation to climate change in Tonga. Hence, I sought to identify the ways that people can adapt to water scarcity in the context of drought and climate change. I draw from post structuralism, cultural geography and the vulnerability theory to uncover the discourses present in the climate change literature. It was also important to incorporate literature on sustainability and indigenous knowledge as they support better adaptation capacity in not only Tongatapu but also all of Tonga’s water sector. In particular, I examine vulnerability from a local point of view versus the views of those at the national level. In doing so, local knowledges can help shape decisions on policies regarding water and climate change.  
Government documents on climate change in Tonga has progressed from a vulnerability point of view to a resilience and adaptation frame of thinking. However, adaptation in the water sector is not solely a problem based on natural variability and climate change. A huge part of water problems is largely rooted on political and economic processes. This underpins the accessibility of people to water resources. This problem needs to be addressed, in order to increase the adaptive capacity of people in the rural-urban areas of Tongatapu.

text: Adaptation to water scarcity in the context of climate change: A Case Study of the Nuku'alofa and Hihifo Districts, Tongatapu For the most part, PICs and SIDS are constantly reminded of their vulnerability to climate change. Often, the increasing portrayal of island countries as vulnerable does not necessarily address what causes that vulnerability. The UNFCCC and IPCC have sought to adopt more adaptation measures alongside mitigation especially in vulnerability assessments. In the context of Tongatapu, adaptation in the water sector still holds significant political and economic challenges.  
This thesis explores the rural-urban adaptation experiences of residents in Nuku’alofa and Hihifo, Tongatapu, to water scarcity in the context of drought and climate change. It also seeks to investigate the role of vulnerability in the provision of aid, in reference to the PACC (Pacific Adaptation to Climate Change) water project in Hihifo. In utilising discourse analysis and analysis of semi-structured interviews and focus groups consisting of participants from Nuku’alofa and Hihifo, a range of themes emerged on the complexities of vulnerability and adaptation to climate change in Tonga. Hence, I sought to identify the ways that people can adapt to water scarcity in the context of drought and climate change. I draw from post structuralism, cultural geography and the vulnerability theory to uncover the discourses present in the climate change literature. It was also important to incorporate literature on sustainability and indigenous knowledge as they support better adaptation capacity in not only Tongatapu but also all of Tonga’s water sector. In particular, I examine vulnerability from a local point of view versus the views of those at the national level. In doing so, local knowledges can help shape decisions on policies regarding water and climate change.  
Government documents on climate change in Tonga has progressed from a vulnerability point of view to a resilience and adaptation frame of thinking. However, adaptation in the water sector is not solely a problem based on natural variability and climate change. A huge part of water problems is largely rooted on political and economic processes. This underpins the accessibility of people to water resources. This problem needs to be addressed, in order to increase the adaptive capacity of people in the rural-urban areas of Tongatapu.

year: 2017

title: He tangi mai i te puehu: He whakatewhatewha i te mahi whakamāori me te reo ā-tuhi a ngā tūpuna

authors: Apiata, Hāwea

subjects: Māori spirituality

abstract: Kei te pūtahi o tēnei tuhinga whakapae ko te whakatewhatewha i te whakapapa o te whakaaro Māori (Māori intellectual history) mā ēnei pātai e rua: He aha ā te Māori i tuhituhi ai i te tōmuatanga o te rautau rua tekau? Ā, he pēhea tāna wetewete i ngā huatau whakawairua nō waho i te ao Māori? 

Ina koa, ko tā te tuhinga whakapae nei he whakaaranga, he whakaatu hoki i ētahi huarahi e toru hei rangahau i ngā whakapapa o te whakaaro taketake: ko te ketuketu rua mahara (archival research); ko te tātari ariā (conceptual analysis); me te reo e whakamahia ana kia wetewete i te kaupapa. Mā te mahi ketuketu rua mahara e āhei ai ki te wānanga i ngā whakaputanga a Wiremu Takana, he kaituhi, he kaiwhakamāori nō Ngāti Kahungunu. Ka whakaputaina tāna tuhinga tuatahi i te tau 1915. Ā, e rua anō i whakaputaina e ia i te tau whai muri mai i 1916. Ko ēnei tuhinga āna e whakatewhatewha ana i te whakamāoritanga o te rongopai me te āheinga o ngā pūrākau Māori kia whakamārama i ngā whakaakoranga Moromona. Kāore anō kia āta tātaritia, kia āta rangahaua āna pukapuka e tētahi atu o mua. Ko te huarahi rangahau tuarua ko te tātari i te whakamāoritanga o ētahi ariā whakawairua e kitea ana i roto i ngā karaipiture o te Hāhi o Ihu Karaiti o te Hunga Tapu o ngā Rā o Muri nei. E toru ngā ariā kua tīpakongia hei tirotiro, arā, ko heaven, hell me baptism. Ā, hei whakawhānui atu i te titiro ki tēnei kaupapa, ka huritaongia ngā hua o te tuhinga reo Māori, arā, ka matapakina ngā take kia tuhituhi i te mahi rangahau i roto i te reo Māori.

I te mutunga iho, mā te āta wānanga i ngā whakaputanga reo Māori a te Hāhi o Ihu Karaiti (LDS) e whakawhānuitia ai tō tātou māramatanga ki te hītori o te mahi whakaputa pukapuka i roto i te Hāhi, te mahi punenga a te Māori, te whakareretanga o ngā tuhituhinga reo Māori, me te hītori o te Hāhi o Ihu Karaiti i Aotearoa nei.

text: He tangi mai i te puehu: He whakatewhatewha i te mahi whakamāori me te reo ā-tuhi a ngā tūpuna Kei te pūtahi o tēnei tuhinga whakapae ko te whakatewhatewha i te whakapapa o te whakaaro Māori (Māori intellectual history) mā ēnei pātai e rua: He aha ā te Māori i tuhituhi ai i te tōmuatanga o te rautau rua tekau? Ā, he pēhea tāna wetewete i ngā huatau whakawairua nō waho i te ao Māori? 

Ina koa, ko tā te tuhinga whakapae nei he whakaaranga, he whakaatu hoki i ētahi huarahi e toru hei rangahau i ngā whakapapa o te whakaaro taketake: ko te ketuketu rua mahara (archival research); ko te tātari ariā (conceptual analysis); me te reo e whakamahia ana kia wetewete i te kaupapa. Mā te mahi ketuketu rua mahara e āhei ai ki te wānanga i ngā whakaputanga a Wiremu Takana, he kaituhi, he kaiwhakamāori nō Ngāti Kahungunu. Ka whakaputaina tāna tuhinga tuatahi i te tau 1915. Ā, e rua anō i whakaputaina e ia i te tau whai muri mai i 1916. Ko ēnei tuhinga āna e whakatewhatewha ana i te whakamāoritanga o te rongopai me te āheinga o ngā pūrākau Māori kia whakamārama i ngā whakaakoranga Moromona. Kāore anō kia āta tātaritia, kia āta rangahaua āna pukapuka e tētahi atu o mua. Ko te huarahi rangahau tuarua ko te tātari i te whakamāoritanga o ētahi ariā whakawairua e kitea ana i roto i ngā karaipiture o te Hāhi o Ihu Karaiti o te Hunga Tapu o ngā Rā o Muri nei. E toru ngā ariā kua tīpakongia hei tirotiro, arā, ko heaven, hell me baptism. Ā, hei whakawhānui atu i te titiro ki tēnei kaupapa, ka huritaongia ngā hua o te tuhinga reo Māori, arā, ka matapakina ngā take kia tuhituhi i te mahi rangahau i roto i te reo Māori.

I te mutunga iho, mā te āta wānanga i ngā whakaputanga reo Māori a te Hāhi o Ihu Karaiti (LDS) e whakawhānuitia ai tō tātou māramatanga ki te hītori o te mahi whakaputa pukapuka i roto i te Hāhi, te mahi punenga a te Māori, te whakareretanga o ngā tuhituhinga reo Māori, me te hītori o te Hāhi o Ihu Karaiti i Aotearoa nei.

year: 2021