ERIC Number: EJ1108294
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Addressing Gender-Based Violence at Schools for Learners with Intellectual Disability in Gauteng, South Africa: A Multiple Case Study
Phasha, T. N.; Nyokangi, D.
Africa Education Review, v9 suppl 1 pS169-S188 2012
This paper reports part of the findings of the study which investigated sexual violence at two schools catering specifically for learners with mild intellectual disability in Gauteng Province. It looks particularly on participants' suggestions for addressing sexual violence in such school. A multiple case study within the qualitative research paradigm was followed to investigate the problem posed. Data were collected using focus groups and individual interviews with 16 learners (11 females and 5 males) with mild intellectual disability. Individual interviews were also conducted with the two school support members, namely the school nurse and social worker. An analysis of school documents (the book of incidents) was also carried out as a strategy to augment data collected by means of interviews. Data was analysed for content and the findings are presented under the following headings: a) education on sexual violence campaigns; b) single-sex discussion groups addressing relevant topics; c) provision of appropriate sexuality education; and (d) intensification of supervision at particular areas considered as 'hot spots' for sexual violence at schools. Intervention strategies are proposed, which could be effective if they occur alongside clear and functional rules and policies addressing sexual violence in schools, and teacher training programmes to empower them in handling reported incidents.
Descriptors: Violence, Gender Bias, Case Studies, Mild Intellectual Disability, Sexual Harassment, Focus Groups, Interviews, Position Papers, Content Analysis, Special Schools, Qualitative Research, Prevention, Faculty Development, Student Leadership, Paraprofessional School Personnel, Discipline Policy, Incidence, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)