A Survey on Implementation of Sex Education for Mental Retardation Students at Vocational High School

• Main Authors: KU,Fang-Chih, 古芳枝
• Other Authors: 杜正治
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/43915040659709665785

碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 87 === The purpose of this study was to understand the fitness of teaching approaches for the needs of MR students in vocational high schools and special schools. A questionnaire developed by the researcher was used to survey students’ needs for sex education. The experience and perspectives from parents and teachers on sexual instruction were also investigated. A sample of 235 students, 276 parents, and 245 teachers participated in this study. The results were substantiated as follows according to three dimensions of this questionnaire. The needs of sex education for students. Basically, most students expected to receive sex education. Males were interested in more sex education topics than females. Females had better experience with same sex than males. Most students got sexual information from TV and usually asked for help from their parents while facing sexual problems. Video teaching was the popular approach to acquire sexual knowledge from teachers in the class. Most students had willingness to attend sex education classes. The instructive experience of parents and teachers. The parents and teachers gave more diverse instructions in vocational schools than in special schools. Most parents and teachers had the tendency to teach students verbally. However, parents tended to give specific examples from social news and teachers used video as their teaching instrument. The students in vocational school were more interested in sex education topics than in special school. Special school’s students had more inappropriate behaviors than the students in vocational school. Parents and teachers tended to individually instruct students’ behaviors related to sex. The main problems of implementing sex education were(i) to purify the environment of our society, (ii)to enhance teaching materials, and (iii)to improve teaching skills. Perspectives of execution in sex education. Most teachers agreed that sex education should start from primary level, whereas teachers and students preferred the secondary levels. Both parents and teachers supported to teach different genders in separate classes on some sensitive issues. More male students than females thought it is not necessary to separate different genders while receiving sex education. Parents tended to assert that school should offer specific sex education course, whereas teachers suggested the topics related to sex can be included in life courses. Most teachers and parents thought teaching sex class were teachers who teached relevant courses, while students preferred the class taught by licensed nurses. Most female students and the parents in special schools thought teacher’s gender should be considered while choosing sex education’s instructor. Vocational school’s teachers and parents expected more sex education topics than special school’s. To summarize the results in this study, the thinking and approaches of parents and teachers only partially matched the needs of MR students. The statistical results were inconsistently significant. Further analysis and discussion are made in this thesis.