Journal of applied research in intellectual disabilities : JARID · 2026
"A Change in Culture From It Being an Optional Extra to an Integral Part of Education"-Teacher's Experiences of Teaching Relationships and Sexuality Education (RSE) to Learners With Severe/Profound Intellectual Disabilities in the Republic of Ireland.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Connolly Leanne, O'Mahony Kathryn, Scully Conor
Аннотация
BACKGROUND: According to UNESCO (2018), there is an increased need for research on teacher effectiveness regarding sexuality education. This study aims to respond to this need through capturing the views, experiences, and preparedness of teachers to support the teaching of Relationships and Sexuality Education (RSE) to learners with Severe/Profound Intellectual Disabilities in Special Schools in the Republic of Ireland (ROI).
METHOD & RESULTS: Responding teachers (n = 34) to the predominantly quantitative online survey describe a lack of pre-requisite knowledge and skills required to teach RSE to learners with Severe/Profound Intellectual Disabilities, with a lack of access to professional learning opportunities or appropriate resources.
CONCLUSION: Many teachers are not teaching RSE and therefore students who can be described as most vulnerable, are not accessing their human-right to sexuality education. Teachers identified the supports required as Continuing Professional Development (CPD), training & support; accessible & appropriate resources; and a dedicated programme and toolkit.
METHOD & RESULTS: Responding teachers (n = 34) to the predominantly quantitative online survey describe a lack of pre-requisite knowledge and skills required to teach RSE to learners with Severe/Profound Intellectual Disabilities, with a lack of access to professional learning opportunities or appropriate resources.
CONCLUSION: Many teachers are not teaching RSE and therefore students who can be described as most vulnerable, are not accessing their human-right to sexuality education. Teachers identified the supports required as Continuing Professional Development (CPD), training & support; accessible & appropriate resources; and a dedicated programme and toolkit.