Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 27, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Stacey Jones Bock, E. Paula Crowley. Includes bibliographical references (leaves 197-217) and abstract. Also available in print.

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by Yvonne Lee Kit Shan. / Questionnarie in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 71-78). / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / LIST OF APPENDICES --- p.viii / Chapter CHAPTER ONE - --- INTRODUCTION / Rationale for prevention programs for people with mental retardation --- p.1 / Conception of prevention --- p.10 / Program description and evaluation --- p.12 / Critique of prevention programs --- p.15 / Side effect of prevention program --- p.18 / Purpose of the present study --- p.19 / Chapter CHAPTER TWO - --- METHOD / Subjects --- p.23 / Instructor and interviewers --- p.25 / Measures --- p.25 / Procedures --- p.28 / Analyses --- p.31 / Chapter CHAPTER THREE - --- RESULTS / Attrition analysis --- p.33 / Pretreatment analysis --- p.35 / Reliability of measures --- p.35 / Outcome evaluation --- p.38 / Side effect of the program --- p.55 / Chapter CHAPTER FOUR - --- DISCUSSION / The need for sexual abuse prevention program --- p.57 / Outcome evaluation of the Behavioral Skill Training (BST) program --- p.58 / Side effect of sexual abuse prevention program --- p.62 / Transfer of knowledge from child sexual abuse research --- p.63 / Limitations --- p.66 / Clinical implication --- p.68 / Conclusions --- p.69 / REFERENCES --- p.71 / APPENDICES --- p.79

The aim of the study was to explore and describe participants` understandings of sexual abuse involving teenage learners with intellectual disability in order to suggest the best approach for caring and supporting intellectually challenged teenage learners with a history of sexual abuse in a rural area of KwaZulu-Natal. This was a qualitative study using Bronfenbrenner`s ecological approach. This approach enables me to describe understandings about the phenomenon studied and how factors interact with each other and individuals in forming such understandings. Data was obtained by means of in-depth interviews which were conducted one on one with teachers of the special schools and SGB member, Social Worker, Psychologist and Crisis Centre Coordinator, local church person, parent of intellectual disabled child as well as traditional healer. The study revealed that sexual abuse of teenage learners with intellectual disability is riddled with myths and misconceptions that rendered them vulnerable to various forms of sexuality in the community. Recommendations based on the findings were made: promoting a better understanding of intellectual disability, sexuality education, and promoting the right attitude. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008. / The inclusion policy which is currently being implemented according to White Paper 6 (July 2001) has raised many questions and debates. In South Africa at the moment there is a focus on the implementation of inclusion policies in primary schools. Although many studies have been conducted on Down syndrome, there seems to have been little focus on the adolescent. Specifically their experiences in the high school context appear to have received little attention. This paper focused on the experiences of an adolescent with Down syndrome who has been mainstreamed into a high school. The experiences are discussed within identified indicators of quality of life namely; peer relationships, experiences of academic, general school and extra-mural activities. In addition the effects of Down syndrome on areas such as adolescence, inclusion strategies, behaviour and social skills are also investigated. The findings of this paper were that of adolescents with Down syndrome can be successfully mainstreamed if their individual needs are catered for. These needs include opportunities to spend time with learners with the same abilities as their own. Satisfaction was experienced by the participant and her parents regarding her academic placement and scholastic achievements. A factor that played a role in her successful placement was the supportive environment she was in. Although satisfaction was experienced with regards to the process of inclusion there were parental concerns regarding her future independence.

In the absence of a cure and/or vaccine, the best approach to HIV is to focus on prevention. However, preventative measures that are presently available in Nigeria do not target persons with intellectual disability despite their vulnerability to HIV infection. This study sought to compare the HIV knowledge, attitudes, and sexual practices of mildly/moderately intellectually impaired learners (IIL) and mainstream learners (ML) in Nigeria; to explore the contextual factors informing these, as well as both groups‗ exposure to HIV education. It also tested the relevance of the I-Change Model in predicting sexual abstinence among learners with intellectual disability. Findings can assist in developing tailored HIV prevention education for Nigerian learners with intellectual impairment. This cross-sectional, comparative study utilised mixed methods to investigate HIV knowledge, attitudes, and sexual practices among mildly/moderately IIL and ML in Nigeria. Mildly/moderately IIL (300) and ML (300) within the age range of 12-19 years in special and regular schools completed a questionnaire based on the I-Change Model. Focus group discussions and in-depth interviews were used with learners to explore contextual factors informing their HIV knowledge, risk perception, sexual behaviours and access to HIV education and services. Key informant interviews were used as independent sources of the same information with their teachers. Learners with intellectual impairment were less aware of HIV/AIDS than their non-disabled peers (p < 0.001), had lower HIV knowledge scores (p < 0.001) and lower HIV risk perception scores (p < 0.001). Sexual experience was reported by 79 (26.3%) of the IIL sample compared to 48 (16.0%) of the ML sample (p = 0.002). Girls with intellectual disability were 3.71 times more likely to report a history of sexual abuse than non-disabled girls (p = 0.041). Inconsistent condom use with casual partners (p < 0.001) and non-use of condoms during the last sexual activity (p < 0.001) was higher in IIL. The I-Change Model was most effective in predicting sexual abstinence among IIL, particularly regarding factors related to motivation and intention. Intellectually impaired learners were more vulnerable to HIV infection due to neglect, poverty, sexual abuse/exploitation, stigmatisation, pressure from non-disabled peers, denial of HIV education, and inaccessible HIV-related services. Teachers only provided them with sexuality and HIV education when sexual activity was suspected and/or from age 18. The content of such education comprised mainly warnings, misinformation and corporal punishment to instil fear and desexualise them. Thus, this group of learners was limited in the way they experienced and expressed their sexuality. Unlike with their non-disabled peers, teachers attributed sexual activity among IIL solely to natural urges without emotional involvement. Contrary to teachers‘ opinions, some IIL were involved in symbiotic, loving relationships with their II peers. In addition, those that were not yet in such relationships expressed the desire to find non-discriminatory partners in the future. They explored their sexuality through intimate relationships, sexual intercourse, peeping at the opposite sex, pornography, and masturbation. Condoms were less available to IIL than ML, and they lacked the self-efficacy to use them. They were also less available to II girls than II boys. Female learners with intellectual impairment often had older sexual partners due to sexual abuse/exploitation, unlike their non-disabled peers, who embarked on such relationships for financial/material gains. The findings of this study indicated that IIL were sexual beings, just like their non-disabled peers, and at higher risk of HIV infection than the latter. Stigma and discrimination are the root causes of all the disadvantages/barriers that IIL experience in accessing HIV information, education and related services. Therefore, there is the need to put stigma reduction strategies in HIV response to safeguard the health of IIL. In addition, there is a need for the development of a gender-sensitive, tailored sexuality and HIV/AIDS educational format for learners with intellectual disability in Nigeria. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.

The aim of the study was to explore and describe participants` understandings of sexual abuse involving teenage learners with intellectual disability in order to suggest the best approach for caring and supporting intellectually challenged teenage learners with a history of sexual abuse in a rural area of KwaZulu-Natal. This was a qualitative study using Bronfenbrenner`s ecological approach. This approach enables me to describe understandings about the phenomenon studied and how factors interact with each other and individuals in forming such understandings. Data was obtained by means of in-depth interviews which were conducted one on one with teachers of the special schools and SGB member, Social Worker, Psychologist and Crisis Centre Coordinator, local church person, parent of intellectual disabled child as well as traditional healer. The study revealed that sexual abuse of teenage learners with intellectual disability is riddled with myths and misconceptions that rendered them vulnerable to various forms of sexuality in the community. Recommendations based on the findings were made: promoting a better understanding of intellectual disability, sexuality education, and promoting the right attitude. / Inclusive Education / M. Ed. (Inclusive Education)