A Study of Curriculum Contents on “Sexual Assault Prevention Education” Provided by Special Education Teachers for Students with Moderate/Severe Mental Retardation in Elementary Schools

• Main Authors: Chen Pei-Ju, 陳佩足
• Other Authors: 李水源
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/05410379129676619566

碩士 === 臺北市立師範學院 === 身心障礙教育研究所 === 93 === The purposes of this study were to investigate the special education teachers’ behaviors of curriculum contents on sexual assault prevention education, such as course supporting attitude, self-efficacy, teaching experiences, implemented difficulties , and the goodness-of-fit in course contents for low, median, and high grade students with moderate/severe mental retardation. In addition, the differences among teachers’ backgrounds, supporting attitude, self- efficacy, and teaching experiences of curriculum contents on sexual assault prevention education, were investigated. This study adopted self-designed questionnaire “the questionnaire of curriculum contents on sexual assault prevention education provided by special education teachers for students with moderate/severe mental retardation in elementary schools”. The subjects were special education teachers in elementary schools of Taipei City. Of the 203 questionnaires disseminated , 135 were returned with 106 availabled , yield a return rate of 66.5% . In accordance with this research, the findings were as follows: 1.Supporting attitude: The special educational teachers appeared positive supporting attitude of curriculum contents on sexual assault prevention education. 2.Self- efficacy: The special educational teachers showed 70% self- efficacy of curriculum contents on sexual assault prevention education. 3.Teaching experiences: It presented that only 50% of special education teachers reported with the experiences of curriculum contents on sexual assault prevention education. 4.Implemented difficulties: The implemented difficulties on sexual assault prevention education could be divided into three categories. In terms of students, the difficulties included that the moderate /severe mental retardation students did not have enough ability to learn the knowledge of sexual assault preventing, and the capabilities of students were too different to be taught at the same class. In terms of society, the environment of society provided too many chances for students being aberration. In terms of teachers, the teachers were not familiar with the materials of sexual assault preventing education and did not know how to explain the concepts for students. 5.Course contents: Most teachers suggested that curriculum contents on sexual assault prevention education should be arranged for median-to-high grade students with moderate/severe mental retardation . 6.There was a difference between special educational teacher’s supporting attitudes and the experience of acquiring sexual assault prevention education related information. Teachers with experiences in “self-studying sexual related books or searching information from website” showed more positive supporting attitude. 7.There was a difference between special educational teacher’s self- efficacy and the sex and the experience of acquiring sexual assault prevention education related information. Teachers with the experience in “attending sexual educational seminars or lectures” appeared higher self- efficacy. 8.There was a difference between special educational teacher’s teaching experiences and the sex, marital status, ages, years in teaching special education related students, and the experience acquiring sexual assault prevention education. Teachers with the experiences in “attending sexual educational seminars or lectures” appeared richer in teaching experiences. 9.There was a significant relationship between supporting attitude, self- efficacy and teaching experiences of special education teachers in the majority of curriculum contents on sexual assault prevention education. It implied that if special education teachers had higher positive support attitude and higher self- efficacy of curriculum contents on sexual assault prevention education, they were more likely have teaching experiences.