The Effects of Gender Equity Education Program for Junior High School Students with Intellectual Disabilities

• Main Authors: HUANG, SHU-LIN, 黃淑玲
• Other Authors: WANG, WAN-QING
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/2g65b9

碩士 === 南臺科技大學 === 教育領導與評鑑研究所 === 106 === Abstract The primary purpose of this study was to examine the effects of instruction on gender equity education program for junior high school students with intellectual disabilities. The nonequivalent pretest-posttest designs research design was used to evaluate the experiment effects on nine participants with mental retardation who were in the ninth grade classes of a special education school in the south of Taiwan. Six students were included in the experimental groups and three in the control group. The independent variable of the study was instruction with gender equity education program, whereas the dependent variable was the effect of the instruction. The gender equity education program consisted of four learning units, which were “proper distance to body boundaries”, “emotional expression and communication to social skills”, “help expression to sexual harassment” and “prevent knowledge to sexual assault”. During four weeks, sixteen experimental lessons were given. All participants were requested to complete a pretest questionnaire before the program and a posttest questionnaire after the course. Data were analyzed with Kruskal-Wallis one-way analysis of variance by rank. The results were as following: 1. Instruction with gender equity education program resulted in enhanced learning effects and the answers correct percentage about behavioral expression knowledge in “proper distance to body boundaries” learning unit to the experimental groups. 2. Instruction with gender equity education program resulted in enhanced learning effects and the answers correct percentage about behavioral expression knowledge in “emotional expression and communication to social skills” learning unit to the experimental groups. 3. Instruction with gender equity education program resulted in enhanced learning effects and the answers correct percentage about behavioral expression knowledge in “help expression to sexual harassment” learning unit to the experimental groups. 4. Instruction with gender equity education program resulted in enhanced learning effects and the answers correct percentage about behavioral expression knowledge in “prevent knowledge to sexual assault” learning unit to the experimental groups. Further suggestions were proposed for studies and instruction as references in the future. Keywords: Gender Equity Education Program, Intellectual Disabilities, Sexuality Education