The disabled and their education in Papua New Guinea

Abstract

Special Education in Papua New Guinea has been given a low priority by the National Education Department for the last two decades. This is because at this stage of the country's development universal primary education is of high priority. As a result it has been left to non-government organizations to provide special education in the country. This thesis examines how the disabled are treated in some traditional communities in Papua New Guinea. Evidence was obtained from interview data. The prevalence of disability in Papua New Guinea is considered by review of published and some unpublished data. The legislated policies which safeguard the rights of the disabled in Papua New Guinea are examined. Current formal special education facilities which are all provided by non-government organizations are described and the types of services they provide for disabled children and adults. Questionnaire data were obtained for this purpose. The directions for development of special education services in Papua New Guinea are discussed. Some proposed roles for local community schools and the National Department of Education have been suggested which take into account the positive aspects of traditional community and family attitudes toward the disabled, as well as the existing circumstances in which numerous disabled children are already attending community schools, although not receiving educational assistance for their disabilities. New services based on community schools could also be involved in education of disabled children and parents in the home situation. Involvement of provincial education authorities in the introduction of new services is essential if local resources are to be mobilized effectively. It is hoped that this thesis will create an awareness that disabled people of Papua New Guinea are also members of their society and that their educational, social, economic, and political needs should be met.