title: No significant links between somatognosia, stereognosia, and hypermobility: sensory processing unlikely to drive common complaints in hypermobile population

authors: Hanzlíková, Ivana

subjects: Asymptomatic hypermobility

abstract: Background: Previous research has demonstrated impaired proprioception and poorer responses to tactile deep pressure, visual-tactile integration, and vestibular stimuli in individuals with generalized hypermobility, potentially leading to sensory processing issues. Therefore, we aimed to explore the influence of hypermobility on somatognosia and stereognosia. Methods: Forty-six participants were assessed using the Beighton score and categorized into three groups: non-hypermobile (n = 20), symptomatic hypermobile (n = 13), and asymptomatic hypermobile (n = 13). Somatognosia was evaluated using the shoulder width test in the vertical plane and pelvic width test in the vertical and horizontal planes. Stereognosia was assessed with Petrie’s test. Spearman’s rank correlation coefficient was examined the relationship between the Beighton score and measures of somatognosia and stereognosia. An unpaired t-test was used to compare variables between hypermobile (both symptomatic and asymptomatic) and non-hypermobile individuals, while a one-way ANOVA was used to compare data between the three groups. Results: No significant relationship was observed between Beighton scores and measures of somatognosia and stereognosia. The t-test revealed no statistically significant differences between hypermobile and non-hypermobile groups in the shoulder width, two pelvic widths, and Petrie’s tests (all p ≥ 0.105). Similarly, one-way ANOVA showed no statistically significant differences between the three groups across these tests (all p ≥ 0.177). Conclusions: The results indicate that somatognosia and stereognosia are not significantly related to the Beighton score and do not significantly differ between the groups studied. These sensory processing functions are unlikely to contribute to the common complaints reported by hypermobile individuals. Clinical trial number: Not applicable.

text: No significant links between somatognosia, stereognosia, and hypermobility: sensory processing unlikely to drive common complaints in hypermobile population Background: Previous research has demonstrated impaired proprioception and poorer responses to tactile deep pressure, visual-tactile integration, and vestibular stimuli in individuals with generalized hypermobility, potentially leading to sensory processing issues. Therefore, we aimed to explore the influence of hypermobility on somatognosia and stereognosia. Methods: Forty-six participants were assessed using the Beighton score and categorized into three groups: non-hypermobile (n = 20), symptomatic hypermobile (n = 13), and asymptomatic hypermobile (n = 13). Somatognosia was evaluated using the shoulder width test in the vertical plane and pelvic width test in the vertical and horizontal planes. Stereognosia was assessed with Petrie’s test. Spearman’s rank correlation coefficient was examined the relationship between the Beighton score and measures of somatognosia and stereognosia. An unpaired t-test was used to compare variables between hypermobile (both symptomatic and asymptomatic) and non-hypermobile individuals, while a one-way ANOVA was used to compare data between the three groups. Results: No significant relationship was observed between Beighton scores and measures of somatognosia and stereognosia. The t-test revealed no statistically significant differences between hypermobile and non-hypermobile groups in the shoulder width, two pelvic widths, and Petrie’s tests (all p ≥ 0.105). Similarly, one-way ANOVA showed no statistically significant differences between the three groups across these tests (all p ≥ 0.177). Conclusions: The results indicate that somatognosia and stereognosia are not significantly related to the Beighton score and do not significantly differ between the groups studied. These sensory processing functions are unlikely to contribute to the common complaints reported by hypermobile individuals. Clinical trial number: Not applicable.

year: 2025

title: Student-centred curriculum integration in primary schools: Implementing democratic principles and practices

authors: Brough, Chris Jane

subjects: Curriculum Integration

abstract: Establishing more inclusive, democratic learning environments for students is receiving renewed attention in today’s educational climate. In New Zealand, the Ministry of Education (2007) advocated that students should be “active, visible members of the learning community” (p. 34). Student-centred curriculum integration is a curriculum design theory founded on democratic teaching pedagogy and practices. This approach places students at the centre of learning, involving them in classroom decisions and curriculum planning. Research reveals that while challenging to implement, student-centred integration has significant benefits for learners academically, socially and attitudinally. To date, research has predominantly been conducted internationally and has largely been confined to middle school or intermediate level. The aim of this study is to help redress the research gap by contributing to knowledge relating to the primary school sector. This project looks at what happens when teachers explore the democratic principles and practices inherent in student-centred curriculum integration. Past research indicated teachers found the power-sharing pedagogy challenging to implement, hence the project’s initial exploration of small democratic practices. Participatory action research (PAR) was considered the most appropriate methodology for this qualitative study as it concurred with the democratic pedagogy which underpinned the research issue. PAR allowed three novice teachers the opportunity to pose their own research questions and reflect on their practice. Mixed methods were used to collect data with interviews, informal discussions, focus group meetings, photographs, observations, and student work samples included. Case studies were utilised to provide an explanation of events. Findings from this study indicate that the implementation of student-centred curriculum integration provides a relevant, engaging and equitable learning environment for primary school students. The research revealed useful implementation strategies for teachers interested in adopting a more democratic teaching pedagogy. Strategies included taking time to establish democratic learning environments, involving students in classroom decisions, acting on students’ suggestions and asking empowering questions. This initial foundation provided the skill base and confidence which led teachers to plan collaboratively with students. This thesis therefore argues that student-centred curriculum integration is feasible in the primary-school setting and that the educational and social benefits indicate the approach justifies further research.

text: Student-centred curriculum integration in primary schools: Implementing democratic principles and practices Establishing more inclusive, democratic learning environments for students is receiving renewed attention in today’s educational climate. In New Zealand, the Ministry of Education (2007) advocated that students should be “active, visible members of the learning community” (p. 34). Student-centred curriculum integration is a curriculum design theory founded on democratic teaching pedagogy and practices. This approach places students at the centre of learning, involving them in classroom decisions and curriculum planning. Research reveals that while challenging to implement, student-centred integration has significant benefits for learners academically, socially and attitudinally. To date, research has predominantly been conducted internationally and has largely been confined to middle school or intermediate level. The aim of this study is to help redress the research gap by contributing to knowledge relating to the primary school sector. This project looks at what happens when teachers explore the democratic principles and practices inherent in student-centred curriculum integration. Past research indicated teachers found the power-sharing pedagogy challenging to implement, hence the project’s initial exploration of small democratic practices. Participatory action research (PAR) was considered the most appropriate methodology for this qualitative study as it concurred with the democratic pedagogy which underpinned the research issue. PAR allowed three novice teachers the opportunity to pose their own research questions and reflect on their practice. Mixed methods were used to collect data with interviews, informal discussions, focus group meetings, photographs, observations, and student work samples included. Case studies were utilised to provide an explanation of events. Findings from this study indicate that the implementation of student-centred curriculum integration provides a relevant, engaging and equitable learning environment for primary school students. The research revealed useful implementation strategies for teachers interested in adopting a more democratic teaching pedagogy. Strategies included taking time to establish democratic learning environments, involving students in classroom decisions, acting on students’ suggestions and asking empowering questions. This initial foundation provided the skill base and confidence which led teachers to plan collaboratively with students. This thesis therefore argues that student-centred curriculum integration is feasible in the primary-school setting and that the educational and social benefits indicate the approach justifies further research.

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