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Sexuality Research and Social Policy

Erschienen in:

28.12.2016

A Qualitative Exploration of Teacher and School Staff Experiences when Teaching Sexuality Education Programmes at Special Needs Schools in South Africa

verfasst von: Julia S. Louw

Erschienen in: Sexuality Research and Social Policy | Ausgabe 4/2017

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Abstract

Teachers and health care professionals are seen as valuable collaborators in delivering sensitive topics to learners. A qualitative exploration of how teachers and school staff described their teaching experiences when teaching sexuality education programmes was conducted at Special Needs Schools in South Africa. A total of 78 participants (68 teachers and 10 school staff) completed three open-ended response questions that were part of a survey questionnaire on knowledge, attitudes, beliefs and perceptions (KABP) of teaching practises related to teaching sexuality education. In spite of learners’ disabilities, specifically their cognitive level of functioning, participants noted the importance and the right of learners with disabilities to receive this information. Participants reported that some learners are well informed about the topic of sexuality and are already sexually active. Though they acknowledged various challenges in teaching this topic, participants also expressed the urgency for an updated and relevant curriculum to be implemented. It is imperative to provide sufficient support to learners with disabilities in the form of sexuality education, in order to help them understand their sexuality better. This will lead to meaningful participation and engagement, ensuring that learners with disabilities are treated with dignity and respect.

Vorheriger Artikel We are Not Asexual Beings: Disabled Women in Zimbabwe Talk About Their Active Sexuality

Nächster Artikel Confessional Technologies and the Will to Disclose: Mobilizing Emotions and Lived Experience in AIDS Service Organizations in Canada

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Titel: A Qualitative Exploration of Teacher and School Staff Experiences when Teaching Sexuality Education Programmes at Special Needs Schools in South Africa
verfasst von: Julia S. Louw
Publikationsdatum: 28.12.2016
Verlag: Springer US
Erschienen in: Sexuality Research and Social Policy / Ausgabe 4/2017
Print ISSN: 1868-9884
Elektronische ISSN: 1553-6610
DOI: https://doi.org/10.1007/s13178-016-0271-8

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