정신지체아 성교육의 필요성 및 실천정도에 대한 교사와 학부모의 인식도에 관한 연구 : 광주광역시와 전라남도내 정신지체학교를 중심으로 = (A) Study of the Recognition of Teachers and Parents on Necessity and Practice of Sexuality Education for Students with Mental Retardation
저자
발행사항
광주 : 조선대학교 교육대학원, 2002
학위논문사항
학위논문(석사) -- 조선대학교 교육대학원 , 특수교육전공 , 2002. 2
발행연도
2002
작성언어
한국어
주제어
KDC
379.2 판사항(4)
발행국(도시)
광주
형태사항
xii, 117p. ; 26cm
일반주기명
참고문헌: p. 96-104
소장기관
It is noted that for proper sexuality education, its objectives, the time to educate, programs, and subjects to be educated should be considered. As sexuality education programs for students with mental retardation are poor, identification of what program is necessary for students with mental retardation should precede the performance of the education. Therefore, this study is designed to compare recognitions about sexuality education between parents and teachers, For this. it examined what was taught to students with mental retardation and how effectively the sexuality education has been provided.
The targets of this study were teachers who work for the schools for the students with mental retardation in Gwangju and Jeonnam, and parents whose children attend the pre-schools, elementary, middle and high schools for the mentally retarded : 162 teachers from two public schools In Gwangju, two public and three private schools in Jeonnam and 146 parents. They were interviewed using questionnaire and the results were analysed.
The study obtained the percentage and the t- test, and the correlation to examine 1) behavioral problems relating to sexuality and necessity and practice of sexuality education for students with mental retardation 2) degree of necessity and practice of sexuality education, and degree of necessity and practice dependant on different classes 3) a relation between degrees of necessity and of practice 4) necessary programs dependant on sex of teachers and their experience of special education, and necessary programs required by parents dependant on sex and degree of retardation of students,
The results of the study are as follows :
First, considering behavioral problems relating to sexuality and necessity and practice of sexuality education for students with mental retardation, teachers asked sexuality education more than parents. As for practice of sexuality education, the sexuality education for the students with mental retardation has been given by teachers to some extent while no education has been given at home. Parents and teachers were asked about safety of students with mental retardation from sexual violence and most of respondents said,' they were never safe '.
Second, as for degree of necessity of sexuality education, there was .05 significant difference between parents and teachers in whole categories, physical and sexual psychological development, understanding of human relations, sexual culture and morals, Teachers showed higher degree of necessity of sexuality education, compared with parents. Also, as for degree of practice of sexuality education, there was .05 significant difference between teachers and parents in general category, Physical and sexual psychological development, understanding of human rotations, sexual culture and morals. Teachers showed higher degree of practice, compared with parents.
As for degree of necessity of sexuality education for the students with mental retardation, for pre-school students, there was .05 significant difference between teachers and parents in whole categories, and sexual culture and morals and teachers showed higher degree of necessity compared with parents. For elementary school students, there was .05 significant difference between teachers and parents in whole categories, physical and sexual psychological development, understanding of human relations, sexual culture and morals. Only in sexual culture and morals, parents showed higher degree of necessity of sexuality education compared with teachers. For high school students, there was a very significant difference (.05) between teachers and parents in whole categories, physical and sexual psychological development, understanding of human relations, sexual culture and morals and teachers showed much higher degree of necessity of sexuality education.
As for degree of practice of sexuality education, for pre-school and middle school students, there was no significant difference between teachers and parents. For elementary school students, there was .05 significant difference between teachers and parents in whole categories, physical and sexual psychological development, understanding of human relations, sexual culture and morals. And for high school students, there was a very significant difference (.05) between teachers and parents in whole categories, physical and sexual psychological development, understanding of human relations, sexual culture and morals.
Third, considering a correlation between degrees of necessity and practice of sexuality education, for parents, there was a significant positive correlation (.05) in understanding of human relations and sexual culture and morals and for teachers, there was a significant positive correlation (.05) in understanding of human relations.
Fourth, considering degree of necessity of sexuality education according to sex, there was a significant difference (.05) between males and females in understanding of human relations, and sexual culture and morals. In whole categories, female teachers showed higher degree of necessity of sexuality education compared with male teachers.
Considering degree of necessity of sexuality education dependant on career experience of special education, teachers with career experience of less than five years, showed the highest degree of necessity in every category with .05 significant difference. However, teachers with career experience of below 5-10 years showed the lowest degree of necessity in every category with .05 significant difference. It indicates that they showed lower degree of necessity of sexuality education.
Fifth, there was no significant difference in degree of necessity of sexuality education according to sex and degree of retardation of students.
The results mentioned above are summarized as fellows :
First, it is shown that some sexuality education is performed by teachers while little sexuality education is performed at home. So parents should be educated for appropriate home education, Second, there is no established time for sexuality education. Instead, according to individual valiance, every step of development of the student with mental retardation should be considered to evaluate developmental aspect of sexuality of students with mental retardation. The education starts from teaching how to relieve oneself or to take clothes off. Third, as a statistical result of degree of necessity and practice, degree of necessity of sexuality education is high, but degree of practice is not very high. Considering the result, it suggests that people recognize necessity of sexuality education, but teaching methods and materials are not sufficiently supplied for appropriate sexuality education. Therefore, successful education can be achieved by providing various types of necessary information. Fourth, teachers with below five years of education experience showed the highest average in every category with .05 significant difference white teachers with below 5-10 years of special education experience showed the lowest average in every category with .05 significant difference. It suggests that teachers need continuing education and training for sexuality education for the student with mental retardation.
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