School-based care and support for the intellectually disabled learners at risk for sexual abuse

South African teacher carer perspectives

Datos Bibliográficos

ID15345966
AutoresAndile Alfred Mdikana (0000-0002-6968-8945, University of South Africa, autor de correspondencia), Nareadi Tlakale Phasha (University of South Africa)
Año2018
Volumen28
Número2
Páginas157-160
Fecha de publicación2018-03-04
Open AccessNo
TipoARTICLE
RevistaJournal of Psychology in Africa (JOURNAL)
Identificadores de la revistaISSN: 1433-0237 • E-ISSN: 1815-5626
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14330237.2018.1455304
OpenAlexW2800211915
IdiomaEN
Citas recibidas2
Referencias citadas24

This study examined the functionality of a school-based care and support program for the intellectually disabled learners who have a history of sexual abuse. Participants were 28 teachers from four special educational needs schools in the Gauteng Province, South Africa (females = 80%; age range 30 to 55 years). The teachers participated in a focus group discussion on the extent to which the school-based care and support for learners with intellectual disability worked to the intended goals and procedures. Thematic analysis of the data suggested the school care and support program to work to purpose within the school system and with partner non-governmental organisations; but less so with the local school district personnel

Focus group · Medical education · Pedagogy · Poison control · Qualitative research · Sexual abuse · Sociology · Suicide prevention · Thematic analysis · Work (physics · Child Abuse and Trauma · Disability Rights and Representation · Medicine · Nursing Roles and Practices · Psychology

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