scholarly journals The Effect of Sex Education Program on the Attitudes of the Families of Adults with Intellectual Disabilities

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Kadriye Uçar ◽  
◽  
Havva A. Karabulut ◽  
Yunus Yılmaz ◽  
Ahmet S. Uçar
Keyword(s):  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Attitude Scale ◽  
T Test ◽  
Rank Test ◽  
Test Model ◽  
Single Group ◽  
Adults With Intellectual Disabilities ◽  
Dependent Samples

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.

scholarly journals The Effect of Sex Education Program on the Attitudes of the Families of Adults with Intellectual Disabilities

2021 ◽  
Author(s):  
Kadriye Uçar ◽  
Havva A. Karabulut ◽  
Yunus Yılmaz ◽  
Ahmet S. Uçar
Keyword(s):  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Attitude Scale ◽  
T Test ◽  
Rank Test ◽  
Test Model ◽  
Single Group ◽  
Adults With Intellectual Disabilities ◽  
Dependent Samples

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.

scholarly journals A Multiple Perspective Case Study of a Young Adult with Intellectual Disabilities Participating in a Pre-service Teacher Education Class

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
James Wintle
Keyword(s):  
Teacher Education ◽  
Intellectual Disabilities ◽  
Postsecondary Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Lack Of Information ◽  
Adults With Intellectual Disabilities ◽  
The Right ◽  
Pre Service Teacher

For adults with intellectual disabilities, the opportunity to attend a postsecondary institution is increasingly becoming reality. Although there is a growing body of literature documenting examples of inclusive postsecondary education, there is a lack of information detailing the experiences of pre-service teacher candidates (TCs) who are enrolled in inclusive courses. The purpose of this interview study using case-study methods was to describe the challenges and benefits of an inclu-sive class in a 1-year, after-degree professional teacher education program from the perspectives of 5 TCs enrolled in a course audited by a young woman with an ID, as well as from the perspective of the course instructor. The classmates and course instructor provided positive responses regarding their experiences in the inclusive class, such as seeing inclusion in practice. Negative responses con-cerned whether or not a curriculum class in the teacher education program was the right fit for the student with ID.

Evaluation of an affection, love and sex education program for people with moderate intellectual disabilities

2011 ◽  
Vol 26 (S2) ◽  
pp. 899-899 ◽  
Author(s):  
G. Couture ◽  
M.S. Daigle
Keyword(s):  
Program Evaluation ◽  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Research Team ◽  
Group Leaders ◽  
Implementation Framework ◽  
Implementation Evaluation ◽  
Service Managers

IntroductionThe Programme d’éducation à la vie affective, amoureuse et sexuelle (ÉVAAS), an affection, love and sex education program for people with moderate intellectual disabilities (Desaulniers, Boucher, Boutet, & Voyer, 2001), is widely used in Quebec and is applied in several locations in Belgium, France and Switzerland.ObjectivesAn implementation evaluation was recently completed as the first stage of a program evaluation.AimsThe aim of the project was to establish the value of this program.MethodsFor the purpose, 73 ÉVAAS sessions at five different sites were observed and questionnaires and interviews with 10 group leaders and their supervisors were analyzed.ResultsIt was found above all that the program was normally implemented in accordance with its spirit and objectives. However, it was also noted that follow-up to interventions carried out during ÉVAAS sessions was much less structured and sustained, particularly as regards those intended for friends and family.ConclusionsThe research team formulated seven recommendations regarding the program's implementation framework and adjustments required to ensure the achievement of its objectives. The recommendations concern the authors of the program, the educators who use it, their supervisors, as well as service managers.

scholarly journals Psycho Education Program for Prevention of Test Anxiety on 8th Grade Students to Reduce Anxiety and Indecisiveness

2015 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Mehmet Kaya
Keyword(s):  
Social Anxiety ◽  
Test Anxiety ◽  
Education Program ◽  
Rank Test ◽  
Test Model ◽  
Self Reliance ◽  
Signed Rank ◽  
8Th Grade ◽  
Signed Rank Test ◽  
Analyze Data

This study aims to investigate the effect of psycho-education program on reducing the test anxiety and personal indecisiveness. The study was carried out with a group of ten 8th class volunteer students whose test anxiety scores were high. The test anxiety which is one of the study's variables was tested with Test Anxiety Inventory (TAI) that is adapted to Turkish by Öner (1990). Besides, Personal Indecisiveness Scale (PIS) that was developed by Bacanl? (2000) was applied. The Psyco-education Program to the group was applied in 7 sessions. The study is semi-experimental and depended on pre-test, last-test model. Wilcoxon's signed rank test was used to analyze data and . 05 significancy level was used as criteria in interpreting results. As a result, it was observed that psycho-education program to 8th class students is effective on reducing: the test anxiety scores of students; personal indecisiveness; (implicitly) social anxiety and increasing self-reliance.

Durability of Effects of Instrumental Enrichment in Adults with Intellectual Disabilities

2004 ◽  
Vol 3 (3) ◽  
pp. 297-322 ◽  
Author(s):  
Hefziba Lifshitz ◽  
David Tzuriel
Keyword(s):  
Intellectual Disabilities ◽  
Cognitive Functioning ◽  
Education Program ◽  
Intervention Program ◽  
Age Groups ◽  
Cognitive Intervention ◽  
Control Group ◽  
Instrumental Enrichment ◽  
Cognitive Education ◽  
Adults With Intellectual Disabilities

21 adults with intellectual disabilities were examined three years after participating in a cognitive intervention program in order to assess the durability of their cognitive achievements. The sample consisted of two age groups: 30-49 years (n=12) and 50-59 years (n=9). The primary intervention method was the Instrumental Enrichment Program. The effects of the intervention were examined by three types of thinking instruments: logical thinking (Reversal and Verbal Abstraction Tests), predictive thinking (Maze Tests), and insightful thinking (Postures and Children Tests). These tests were given five times: two times prior to the cognitive education program, spaced two months apart; two times after the cognitive education program, spaced two months apart; three years after the program. This repeated-measurement was used to compensate for the absence of a control group (an absence due to reality-based technical considerations). The original study yielded significant improvement from Time 2 to Time 3, and two months later (Time 4), showing a divergent effect for two types of thinking. The follow-up evaluation (Time 5) showed a drop in the cognitive functioning relative to Time 4, but not to Time 3, a finding that indicates a durability effect. The results support Feuerstein’s structural cognitive modifiability theory, according to which long-term individual changes are possible regardless of the individual’s age and cognitive functioning level.

Capacity of adults with intellectual disabilities to consent to sexual relationships

2004 ◽  
Vol 34 (7) ◽  
pp. 1347-1357 ◽  
Author(s):  
GLYNIS H. MURPHY ◽  
ALI O'CALLAGHAN
Keyword(s):  
Intellectual Disabilities ◽  
Sex Education ◽  
Functional Approach ◽  
Sexual Relationships ◽  
Sexual Rights ◽  
Sexual Knowledge ◽  
Capacity To Consent ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Almost All

Background. For people with intellectual disabilities there is a difficult balance to be struck between empowering people to claim their sexual rights and protecting them from abuse. Hypothetically, services should be guided by whether a particular person with intellectual disabilities has the capacity to consent to sexual relationships. However, there has been little agreement on how to define such capacity. This study examines the issue of capacity to consent to sexual relationships using a functional approach.Method. Adults with intellectual disabilities (n=60) and young people presumed in law able to consent (n=60) were assessed for their sexual knowledge and vulnerability to abuse.Results. Adults with intellectual disabilities were significantly less knowledgeable about almost all aspects of sex and appeared significantly more vulnerable to abuse, having difficulty at times distinguishing abusive from consenting relationships. Nevertheless, some adults with intellectual disabilities scored highly on all measures, especially if they had relatively high IQs and had had sex education.Conclusions. The reasons for the poorer knowledge and increased vulnerability of people with intellectual disabilities are discussed and it is recommended that they should have on-going access to sex education. Implications of the findings for definitions of capacity to consent to sexual relationships are considered.

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