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

South African teacher carer perspectives

Dados Bibliográficos

ID15345966
AutoresAndile Alfred Mdikana (0000-0002-6968-8945, University of South Africa, autor correspondente), Nareadi Tlakale Phasha (University of South Africa)
Ano2018
Volume28
Fascículo2
Páginas157-160
Data de publicação2018-03-04
Open AccessNão
TipoARTICLE
PeriódicoJournal of Psychology in Africa (JOURNAL)
Identificadores do periódicoISSN: 1433-0237 • E-ISSN: 1815-5626
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14330237.2018.1455304
OpenAlexW2800211915
IdiomaEN
Citações recebidas2
Referências 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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