The Relationship between Teachers’ Knowledge, Practices, Vision, Attitudes and Commitment in Teaching Sexuality Education for Students with Intellectual Disability

Abstract

Since implemented in the education system, stigma in teaching sexuality education still surrounds Special Education teachers. Hence, the assumption of prejudice among female teachers is far from being explored. To discuss the differences in knowledge, practices, vision, attitudes, and commitment of teachers teaching sexuality of students with intellectual disability (ID) based on location and experiences to find better solutions for the students with ID. This study measured knowledge, practices, attitudes, vision, and commitment with a questionnaire on demographic data intended to evaluate the implementation of sexuality education among teachers. In this study, a two-way MANOVA test was conducted to identify differences in knowledge, practices, vision, attitudes and commitment based on location and experience. Teachers’ reflections on teaching sexuality education for students with ID show mixed viewpoints; younger teachers feel unprepared to teach the subject rather than experienced teachers. The results found that all the hypotheses were rejected, contributing to knowledge, practices, attitudes, vision, and commitment to implementing sexuality education. There are differences based on location or experience. Teachers’ reflection on sexuality education is crucial to consider since they will provide important information as to the solution in which direction for education setting to provide a more significant impact better quality education for students with ID.