[[alternative]]Action research of sex education for students with intellectual disability in a vocational school

[[abstract]] 本研究採用行動研究的方法，以本校高職階段的中度與重度智能障礙女學生為研究參與者，透過訪談主要照顧者、導師，以及日常生活中觀察瞭解學生在性教育的表現及需要，設計並發展適合本校高職階段智能障礙女學生性教育課程，探討其在性教育課程實施前後的轉變，並探究自己在執行性教育課程中的困境、省思以及自我成長。 本研究依據學生需求將課程內容區分為三大主題：認識身體與自我照顧、異性交往與親密關係、性侵害防治與自我保護，共十五次課程。研究結果共有以下發現：一、認識身體與自我照顧：重視實作課程，包含如何穿內衣與更換衛生棉，而經過教導與實作練習，智能障礙女學生可以學會自我照顧而不需依賴他人協助，更不需要拿除子宮，也因此增加學生身體的自主性，享有基本的人權。二、異性交往與親密關係：過去外界總是認為智能障礙學生是「天真」、「無知」，而特教性教育更是採防堵式、禁慾式的教學模式，不尊重智能障礙學生亦擁有愛與性的需求，本研究發現學生可以透過教育學習到身體自主權與自我決策，並勇於說「要」與「不要」，增加了學生情感表達與自我決策能力。三、性侵害防治與自我保護：主題課程中增加了法律責任與保護知識，讓學生瞭解相關的過程與法律責任，使學生在面對調查過程中能瞭解假若遭遇性騷擾或性侵害並非自己犯錯所造成，協助學生建立保護自己的能力，有助於防治智能障礙學生遭遇性騷擾與性侵害事件。 最後根據研究發現與結論，對於後續研究者提出具體的參考建議。[[abstract]] This study used action research as method to investigate sex education for female students with moderate or severe intellectual disability in a vocational high school. Data were collected from interviews with primary caregivers, teachers, and observation of the daily life of these students. A course of sex education suitable for female students with intellectual disability was developed and implemented. This study not only examined changes in the students after implementation of this course but also explored difficulties in implementing the course, reflection and self-growth of the researcher. Based on the students' needs in sex education, this study developed 15 lessons in three domains, including knowing your body and self-care, interactions and close relationships with the other sex, sexual offenses prevention and self-protection. The main findings of this study were as follows: 1.Knowing your body and self-care: Practical lessons, such as how to wear underwear or change sanitary pads, were emphasized. Through instruction and practice, female students with intellectual disability became able to take care of themselves without assistance of others and did not need to have their wombs removed. They could have higher autonomy of their body and also enjoy their basic human rights. 2.Interactions and close relationships with the other sex: In the eye of the general public, students with intellectual disability are “naïve” and “ignorant”. As a consequence, the sex education for students who need special education is always based on prevention of interactions with the opposite sex and sexual abstinence, regardless of their needs for love and sex. However, this study found that students with intellectual disability could learn autonomy of their body and self-decision-making and become brave to say “YES” and “NO” through proper education. The course developed in this study increased the students’ expression of emotions and self-decision-making abilities. 3.Sexual offenses prevention and self-protection: The course developed in this study covered legal responsibilities and self-protection, allowing students with intellectual disability to know the process and legal responsibilities of sexual offenses and understand that it is not their mistake if they need to go through investigation for any sexual harassment or offense they suffer. The course increased the students' self-protecting abilities and could help reduce cases of sexual harassment and offenses encountered by students with intellectual disability. Finally, based on research findings and conclusions, this study also provided some suggestions for future researchers