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

South African teacher carer perspectives

Bibliographic Data

ID15345966
AuthorsAndile Alfred Mdikana (0000-0002-6968-8945, University of South Africa, corresponding author), Nareadi Tlakale Phasha (University of South Africa)
Year2018
Volume28
Issue2
Pages157-160
Publication date2018-03-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Psychology in Africa (JOURNAL)
Journal identifiersISSN: 1433-0237 • E-ISSN: 1815-5626
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14330237.2018.1455304
OpenAlexW2800211915
LanguageEN
Citations received2
References cited24

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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