title: How Are Inclusive Education Resource Centre Supported Students With Special Needs Experiencing Education In Regular Classroom Settings In The Town Schools In Western Province Of Papua New Guinea? A Case Study Approach

authors: Bomen, Roweng

abstract: The study considers special needs students’ education development in the context of the Papua New Guinea (PNG) education system. In particular, it examines the experiences, perceptions and expectations of three groups involved, which are teachers, parents and special needs students themselves in relation to inclusive practices in mainstream school settings. While some research has been done in other areas of inclusive education in PNG, none has included the point of view of special needs students attaining education in regular class settings. The study aimed at discovering the extent to which the inclusive education (IE) policy and IE practices are enacted in regular schools in Daru, in PNG. IE practices can be found in schools in PNG, but many are not effective. In particular, we know very little about the special needs students’ experiences, perceptions and expectations of IE in regular class environments, as their voices are not often heard. 

The study undertaken used a qualitative research approach case study to gather data about IE practices in selected schools in Daru Island of Western Province, Papua New Guinea. The research design used was an embedded “single-case” format that strived to explore the reality of the SN students’ experiences in regular classes through talking to them and the adults in their immediate environment. The case study approach used exploratory, descriptive and explanatory methodologies. In the exploratory part, a research framework was set within the context of the research question. In the descriptive part, the research described the concept of inclusive education and its development towards including SN students in PNG society, and in the explanatory part, it focused on the reasons and result of inclusive practices within the context of the children, teachers and adults who care for them. Specifically, interviews were conducted with four teachers, three parents and a focus group consisting of three special needs students. A mini non-participatory class observation was conducted for supplementary information. Data gathered were analysed using a thematic analysis approach.

The findings reveal that special needs students are very interested in attaining education to fulfil their dreams. Their parents’ continuous support towards their SN children’s personal livelihood development was helpful to their SN children. However, a number of social justice issues greatly impacted on how inclusive education for the SN students concerned was being practiced in regular classrooms. Issues included: lack of access to facilities, unbalanced curriculum, teacher-centred teaching rather than SN student-centred teaching and learning practices, limited resources, negative stereotypical behaviour by non-disabled people and social exclusion. This study concludes that more advocacy programmes and a change of people’s mindset towards dealing with SN students in the schools and community are necessary to combat existing discriminatory attitudes and social segregation of special needs students within regular schools and their community.

text: How Are Inclusive Education Resource Centre Supported Students With Special Needs Experiencing Education In Regular Classroom Settings In The Town Schools In Western Province Of Papua New Guinea? A Case Study Approach The study considers special needs students’ education development in the context of the Papua New Guinea (PNG) education system. In particular, it examines the experiences, perceptions and expectations of three groups involved, which are teachers, parents and special needs students themselves in relation to inclusive practices in mainstream school settings. While some research has been done in other areas of inclusive education in PNG, none has included the point of view of special needs students attaining education in regular class settings. The study aimed at discovering the extent to which the inclusive education (IE) policy and IE practices are enacted in regular schools in Daru, in PNG. IE practices can be found in schools in PNG, but many are not effective. In particular, we know very little about the special needs students’ experiences, perceptions and expectations of IE in regular class environments, as their voices are not often heard. 

The study undertaken used a qualitative research approach case study to gather data about IE practices in selected schools in Daru Island of Western Province, Papua New Guinea. The research design used was an embedded “single-case” format that strived to explore the reality of the SN students’ experiences in regular classes through talking to them and the adults in their immediate environment. The case study approach used exploratory, descriptive and explanatory methodologies. In the exploratory part, a research framework was set within the context of the research question. In the descriptive part, the research described the concept of inclusive education and its development towards including SN students in PNG society, and in the explanatory part, it focused on the reasons and result of inclusive practices within the context of the children, teachers and adults who care for them. Specifically, interviews were conducted with four teachers, three parents and a focus group consisting of three special needs students. A mini non-participatory class observation was conducted for supplementary information. Data gathered were analysed using a thematic analysis approach.

The findings reveal that special needs students are very interested in attaining education to fulfil their dreams. Their parents’ continuous support towards their SN children’s personal livelihood development was helpful to their SN children. However, a number of social justice issues greatly impacted on how inclusive education for the SN students concerned was being practiced in regular classrooms. Issues included: lack of access to facilities, unbalanced curriculum, teacher-centred teaching rather than SN student-centred teaching and learning practices, limited resources, negative stereotypical behaviour by non-disabled people and social exclusion. This study concludes that more advocacy programmes and a change of people’s mindset towards dealing with SN students in the schools and community are necessary to combat existing discriminatory attitudes and social segregation of special needs students within regular schools and their community.

year: 2017

title: Environmental influences on Adelie penguin breeding schedules, endocrinology, and chick survival

authors: Ninnes, Calum Edward

subjects: Adelie penguin

abstract: To understand how the social and physical environment influences behaviour, reproduction and survival, studies of underlying hormonal processes are crucial; in particular, interactions between stress and reproductive responses may have critical influences on breeding schedules. Several authors have examined the timing of breeding in relation to environmental stimuli, while others have independently described endocrine profiles. However, few studies have simultaneously measured endocrine profiles, breeding behaviour, and offspring survival across seasons. We measured sex and stress hormone concentrations (oestrogens, testosterone, and corticosterone), timing of breeding, and chick survival, in Adelie penguins (Pygoscelis adeliae) at two colonies in two different years. Clutch initiation at Cape Bird South (CBS; year 1, 14,000 pairs) occurred later than at Cape Crozier East (CCE; year 2, 25,000 pairs); however, breeding was more synchronous at CBS. This pattern was probably generated by the persistence of extensive sea ice at CBS (year 1). Higher corticosterone metabolite and lower sex hormone concentrations at CBS correlated with later breeding and lower chick survival compared to at CCE – again, a likely consequence of sea ice conditions. Within colonies, sub-colony size (S, 50–100; M, 200–300; L, 500–600; XL, >1000 pairs) did not influence the onset or synchrony of breeding, chick survival, or hormone concentrations. We showed that the endocrine profiles of breeding Adelie penguins can differ markedly between years and/or colonies, and that combining measures of endocrinology, behaviour, and offspring survival can reveal the mechanisms and consequences that different environmental conditions can have on breeding ecology.

text: Environmental influences on Adelie penguin breeding schedules, endocrinology, and chick survival To understand how the social and physical environment influences behaviour, reproduction and survival, studies of underlying hormonal processes are crucial; in particular, interactions between stress and reproductive responses may have critical influences on breeding schedules. Several authors have examined the timing of breeding in relation to environmental stimuli, while others have independently described endocrine profiles. However, few studies have simultaneously measured endocrine profiles, breeding behaviour, and offspring survival across seasons. We measured sex and stress hormone concentrations (oestrogens, testosterone, and corticosterone), timing of breeding, and chick survival, in Adelie penguins (Pygoscelis adeliae) at two colonies in two different years. Clutch initiation at Cape Bird South (CBS; year 1, 14,000 pairs) occurred later than at Cape Crozier East (CCE; year 2, 25,000 pairs); however, breeding was more synchronous at CBS. This pattern was probably generated by the persistence of extensive sea ice at CBS (year 1). Higher corticosterone metabolite and lower sex hormone concentrations at CBS correlated with later breeding and lower chick survival compared to at CCE – again, a likely consequence of sea ice conditions. Within colonies, sub-colony size (S, 50–100; M, 200–300; L, 500–600; XL, >1000 pairs) did not influence the onset or synchrony of breeding, chick survival, or hormone concentrations. We showed that the endocrine profiles of breeding Adelie penguins can differ markedly between years and/or colonies, and that combining measures of endocrinology, behaviour, and offspring survival can reveal the mechanisms and consequences that different environmental conditions can have on breeding ecology.

year: 2011

title: The timing of the human discovery and colonization of New Zealand

authors: Sutton, Douglas G.

abstract: In discriminating between the proposed Long, Short and Intermediate Chronologies for New Zealand prehistory, archaeologists have recently voted by a narrow majority that the human commensal, Rattus exulans, was present in New Zealand up to 2000 years BP, although the preferred date of ‘first settlement’ by people was ca 800 years BP. A recalibration of New Zealand chronometric data has resulted in reinterpretations of the date and duration of occupation on critical archaeological sites. A remodelling of the ages of the putatively earliest sites in New Zealand has shown these to indicate only a broadly defined period when settlement occurred rather than the date when New Zealand was discovered (as the Short Chronology advocates have insisted). Finally, comparisons with archaeological research on islands elsewhere in the world have brought with them recognition that the discovery, exploration, initial settlement and colonization of New Zealand by Polynesian voyagers were broadly consecutive processes. This paper reviews a range of current evidence in the context of its current theorization and affirms the Long Chronology, recognizing it as the most plausible hypothesis.

text: The timing of the human discovery and colonization of New Zealand In discriminating between the proposed Long, Short and Intermediate Chronologies for New Zealand prehistory, archaeologists have recently voted by a narrow majority that the human commensal, Rattus exulans, was present in New Zealand up to 2000 years BP, although the preferred date of ‘first settlement’ by people was ca 800 years BP. A recalibration of New Zealand chronometric data has resulted in reinterpretations of the date and duration of occupation on critical archaeological sites. A remodelling of the ages of the putatively earliest sites in New Zealand has shown these to indicate only a broadly defined period when settlement occurred rather than the date when New Zealand was discovered (as the Short Chronology advocates have insisted). Finally, comparisons with archaeological research on islands elsewhere in the world have brought with them recognition that the discovery, exploration, initial settlement and colonization of New Zealand by Polynesian voyagers were broadly consecutive processes. This paper reviews a range of current evidence in the context of its current theorization and affirms the Long Chronology, recognizing it as the most plausible hypothesis.

year: 2008