Special Education Teachers’ Experiences of Dealing with Sexual Behavior Problems among Female Students with Intellectual Disabilities: A Phenomenological Study
This study aimed to understand the experience of special education teachers in dealing with sexual behavioral problems among female students with intellectual disabilities in inclusion schools, types and reasons of sexual behavioral problems, and the factors proposed by teachers that contribute to facing these problems from their point of view. The researcher used a qualitative phenomenological approach to reach a deeper understanding of the phenomena under investigation. Semi-structured interviews were conducted with seven female teachers of female students with intellectual disabilities in the inclusion schools in Makkah Al Mukarramah region. Data analysis yielded several themes: a) dealing with sexual behavioral problems according to the reasons, b) according to the type of these problems, and c) according to the nature of the teachers. A number of sub-themes emerged under each main theme. Moreover, teachers suggested several factors that may help control and decrease such sexual behavioral problems in schools. The suggested factors included some steps and strategies for school administration, the Ministry of Education, and for families. In light of these results, recommendations and suggestions were provided and discussed.
Author: Huda Alzahrani
Published in: Canada International Conference on Education, 2022
- Date of Conference: 21-23 June, 2022
- DOI: 10.20533/CICE.2022.0019
- Electronic ISBN: 978-1-913572-49-5
- Conference Location: Virtual (Mississauga, Canada)