School-Based Abuse Prevention Programs for Children with Disabilities: A Qualitative Study of Components and Methods

Autor/inn/en	Nyberg, Amanda; Ferm, Ulrika; Bornman, Juan
Titel	School-Based Abuse Prevention Programs for Children with Disabilities: A Qualitative Study of Components and Methods
Quelle	In: Australasian Journal of Special and Inclusive Education, 45 (2021) 2, S.252-267 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferm, Ulrika) ORCID (Bornman, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Child Abuse; Students with Disabilities; Disproportionate Representation; Teaching Methods; Prevention; Special Schools; Parent Attitudes; Teacher Attitudes; Special Education Teachers; Victims of Crime; Childrens Rights; Student Empowerment; Video Technology; Role Playing; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Prävention; Vorbeugung; Special school; Sonderschule; Elternverhalten; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Victim; Victims; Crime; Opfer; Verbrechen; 'Children''s rights'; Kindesrecht; Studienberechtigung; Rollenspiel
Abstract	Children with communicative and/or intellectual disabilities are disproportionally affected by abuse when compared to their typically developing peers. In this study, we investigate the key components and teaching methods for abuse prevention programs for use in special schools. The views of parents of children with disabilities were obtained via semistructured individual interviews (n = 6), and the views of special education teachers (n = 7) and practitioners who work with child victims with disabilities (n = 5) via focus groups. Results were coded using thematic analysis and are reported using the behavioural ecological model. Results indicate that children's rights and empowerment were seen as key components. Videos and role-play were reported as effective interactive teaching methods. Using augmentative and alternative communication strategies, such as pictorial support and manual signs, were thought to increase children's understanding and participation. We conclude that teacher involvement in school-based abuse prevention is essential to meet the needs of children with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01