The Effects of Gender Awareness-Bodily Autonomy Fostering Program on Vocational Senior High Student of Special Education School

• Main Authors: Chou, Mei-Chun, 周玫君
• Other Authors: 林千惠
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/mr568n

博士 === 國立彰化師範大學 === 特殊教育學系 === 106 === The purpose of this research was to explore needs and learning effects of the gender awareness fostering program on vocational senior high students of special education school. The research had two main parts: The first part was to investigate 49 cases of news and special education school by content analysis, and to understand gender events and gender awareness fostering program on vocational senior high students of special education school by focus group discussion. The second part was to study the instant learning effect and following-up learning effect by using the 10 weeks’ gender awareness fostering program to the vocational senior high students of special education schools in the middle of Taiwan. The researcher followed up the students’ learning effect after 4 weeks since coursed finished. A pretest-posttest control group design, the one way ACOVA and the paired-samples t test were employed to collect and analyze the data. The participants were 30 vocational senior high students with employment transition needs. The 15 students were included in the experimental group and 15 in the control group. 1.The results indicated the patterns of gender events on vocational senior high students of special education school were as follows: (1) Nearly 90% of the sexual offenders are ordinary people, and only 1% of them are people with intellectual disabilities. The patterns of gender events include the touch of other people's body without permission, improper language, the sexual desire without relieve and other acts. (2)The most sexual offenders and victims are friends, colleagues and strangers, some are classmates and family members, and the others are neighbors, the online friends and teachers. (3)The most reasons of victims with intellectua disabilities are the slow response to dangerous situations and lack of self-protection skills. (4)The most places of gender events are community, and the other places are family and workplace. (5)The most reasons of gender events are abduction, the intentional harm of offenders, and the other reasons are sexual assault or prostitution when the sexual offenders and victims fall in love. (6)The improper use of the network and cell phones of people with intellectual disabilities will lead to many dating problems. Their parents often ban the use of the network and cell phones to prevent them to make friends. (7) The adolescence of people with intellectual disabilities have a strong interest in the opposite sex, but they lack of self-protection of love and pregnancy and they often use improper ways to make friends. 2.The results indicated the needs of gender awareness fostering program on vocational senior high students of special education school were as follows: (1)The compass of body program needs to include the knowledge of sexual harassment, sexual assault, self-protection, the ways to maintain the relationship with different gender and the judgments for situation at risk. (2)The gender power program needs to focus on the concepts of awareness of power gaps and threats, physical autonomy and how to deal with sexual harassment and sexual assault. (3)The gender violence program needs to focus on the concepts of the choice of dating activities and internet dating considerations. 3.The experts evaluate the gender awareness fostering program which has good content validity, completeness, functionality and fitness. 4.The results indicated the effects of gender awareness fostering program were as follows: (1) There was a significant difference in the instant learning effect about the compass of body program for the students on vocational senior high students of special education school. (2) There was a significant difference in the instant learning effect about the gender power program for the students on vocational senior high students of special education school. (3) There was a significant difference in the instant learning effect about the gender violence program for the students on vocational senior high students of special education school. (4) There was a significant difference in the following-up learning effect about the compass of body program for the students on vocational senior high students of special education school. (5) There was a significant difference in the following-up learning effect about the gender power program for the students on vocational senior high students of special education school. (6) There was a significant difference in the following-up learning effect about the gender violence program for the students on vocational senior high students of special education school. According to the findings of this study, several suggestions for the teaching and future studies were proposed.