Teacher Perceptions on In-School Care and Support for Children with Intellectual Disability and a History of Sexual Abuse

Abstract

This study investigated teachers’ perceptions on in school-based care and support for children with intellectual disabilities and a history of sexual abuse. The participants were a convenience sample of 28 teachers from four special educational needs schools in Gauteng Province, South Africa (females = 80%, age range = 30 to 55 years). The teachers participated in a focus group discussion on school-based quality of care and support for intellectually disabled children with a history of sexual abuse. A focus group interview schedule was designed and administered to collect the data. A thematic method of data analysis was used to collect the data.Two themes resulted from the data analysis: infrequency (80%) and short duration of support, and educator sensitivity. The most important point to consider is that the affected children are referred to the relevant structure and that parents are frequently consulted throughout the process. It is highly recommended that the issue of sexual abuse of children with disability should be handled with great care and sensitivity.