School-based care and support for the intellectually disabled learners at risk for sexual abuse: South African teacher carer perspectives

被引：1

作者：

Mdikana, Andile Alfred ^{[1
]}

Phasha, Nareadi Tlakale ^{[1
]}

机构：

[1] Univ South Africa, Dept Inclus Educ, Pretoria, South Africa

来源：

JOURNAL OF PSYCHOLOGY IN AFRICA | 2018年 / 28卷 / 02期

关键词：

district-based support team; non-governmental organisation (NGO); school-based support team; school management team; SOCIAL SUPPORT; DISABILITY; CHILDREN; ADOLESCENTS;

D O I：

10.1080/14330237.2018.1455304

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：157 / 160

页数：4

共 38 条

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