Journal of ICSAR

ISSN (print): 2548-8619; ISSN (online): 2548-8600

Volume 3 Number 1 January 2019

Knowledge and Practice of Sexual Education Teacher of Special Needs Students

Siti Khadijah Johan, Mohd Hanafi Mohd Yassin

Universiti Kebangsaan Malaysia, Malaysia

E-mail: khadijah5486@gmail.com

Abstract: The problem of sexual behavior among Special Needs Students can be overcome by the
effectiveness of teaching or presentation in Sexual Education lesson. In this regard, the study aims to
identify the relationship between knowledge level and Sexual Education practice of Special Needs Students
Special Education teacher. This study was based on cognitive theory that emphasizes internal mental
processes. The model used in this study was the Model of Cognitive Response. This quantitative study
conducted cross-sectional surveys on 86 special education teachers in Kulai, Johor, Malaysia. The sample
was selected through stratified random sampling technique to balance the number of samples comprising
male teachers and female teachers. The research instrument was adapted from Ang Chai Tin’S study in
year of 2014. All the questionnaires showed the reliability level of 0.801 Cronbach’s Alpha coefficient.
The data obtained from questionnaires were distributed to teachers. Data were analyzed via SPSS and
described with descriptively as well as inferentially. The findings of the Spearman Correlation Coefficient
indicated that there was a relationship between the level of knowledge and the teaching practice of Special
Needs Students Sexual Education among teachers. [rs = 0.664, n=86, p < 0.05]. Correlation strength value
was strong. The conclusions of this study showed that Null Hypothesis (Ho) rejected, knowing that there
was a strong and significant positive relationship between the level of knowledge and the level of teacher
practice in MBK Sexual Education.

Keywords: Sexual Education, Knowledge and Teaching Practice, Special Education Teacher.

INTRODUCTION Widayati (2015), which stated that parents play a role

in sexual education by cooperating, being assessors,
Sex education is an essential need to be taught educators, companions and observers in the student’s
and applied in every student accordingly. Ang (2014) sexual matters.
explained that the importance and need of Sexual
Furthermore, sexual education allows students
Education is not absolute to any class/group. Thus,
with learning disabilities to gain knowledge about
there is no exception to Special Needs Students. The
body parts functions, growth and development that
special education program has a specific syllabus
they experienced as well as physical changes during
that concentrates more towards self-management. It
puberty. This knowledge enables students to face the
focuses on the formation of positive attitudes towards
challenges of physical and emotional changes during
self-change and environment. Shariza et al. (2014)
their growths. Hence, students will love themselves
has also described that sexual education is a process
more, knowing that everyone is responsible for
of information acquisition in the formation of attitudes
themselves and has absolute right on their own body.
and beliefs about sex to reduce the risks associated with
sexual behaviour. Studies related to sexual education of Special
Needs Students were limited compared to the regular
Delivery of formal education is provided to
students. In this regard, Ang (2014) has expressed the
children and adolescents in order to attain a minimum
issue on necessity of sex education among children
level of understanding related to sexual education.
with special needs especially Students with Learning
Thus, the intermediary for delivering this sexual
Disabilities (MBP) who should be given special
education is a teacher with maximum knowledge and
attention and in-depth study. He also pointed out that
comprehension over this topic. Nevertheless, up to
the sexual education of special needs students was still
what extent the effectiveness of the elements in sexual
neglected. The most worrying thing was when these
education is taught by teachers to students, particularly
students did not have enough exposure regarding sexual
Special Needs Students (MBK). Irina and Elena (2016)
education and became victims of sex acts, they did
related with effectiveness of bilateral communications
not know the follow-up action to protect themselves.
that is able to produce presentation with right idea to the
Normally, the irresponsible parties were among the
target. In addition, educators and parents are the closest
people closest to them.
groups to the students. This can also be demonstrated in

1
2 Journal of ICSAR; Volume 3, Number 1, January 2019: 1-7

Table 1. Number of Special Education Teachers involvement of stakeholders. These stakeholders refer
(GPK) in Kulai area to the role of teachers as a knowledge delivery channel/
School Type Gender Total medium.
Men Woman Therefore, the study was focusing on several
Primary 18 57 75 objectives: a) Identifying the knowledge level of
School (SR) sexual education teachers of special needs students,
Secondary 17 18 35 b) Identifying the teaching practice level of sexual
School (SM) education teachers of special needs students, c) Identify
the relationship between knowledge level and practice
GPK Overall 35 75 110
of Special Needs Students sexual education teacher.
Total
Source: District Education Officer of Kulai Special This study was expected to benefit special
Education Division, Johor education teachers and parents on up to what extent the
effectiveness of sexual education influence on students
Talib et al. (2012) indicated that the issues of
with learning disabilities. Furthermore, it can provide
sexual education in Malaysia were associated with
exposure to parents as an observer and educator outside
social problems. These issues did not only happen
the school and help the school authorities with this
in this country, but also involved in other developed
problem promptly.
countries. The findings of their study showed 95%
respondents (a total of 361 people) agreed that sexual
education should be taught in schools. Hence, the thing METHOD
that needs to be reformed in teaching is the teaching
methodology. According to the UNESCO Education This research used a quantitative method using a
Curriculum (2009), respondents mentioned that survey. The purpose of this study was to analyse the
sexual education was not taught in Malaysian schools. level of knowledge and practicel of sexual education
Studies on sexual education were usually performed by teachers of Special Needs Students.
researchers in general by general education teachers. This study was based on Piaget’s Cognitive
Meiriawan (2016) stated that teachers’ perceptions or Theory and the Cognitive Response Model pioneered
attitudes about sexual education can only be seen from . This theory explained that the brain will actively
general educators only. process the received information and converted the
Some students with learning disabilities were information into new forms or categories. Travers et
involved with sexual acts without them being aware of al. (2014) stated that teachers were only aware of their
it or being victimized by sexual abuse. They did this role as the driving force of knowledge without realizing
only for self-satisfaction without knowing the rules the need to nurture students’ understanding in the
and risks of such behaviour. This statement was also right approach. This theory focused on how teachers
acknowledged Yaakub and Kusrin (2015), the sexual are able to apply the knowledge gained by practicing
behaviour of Autistic Spectrum Disorders (ASD) them in the classroom efficiently. This model began
teenager who often masturbates either secretly or in with the receipt of the information containing some
front of friends, in the toilet at school or home based on message. Next, the informationewas linked to existing
information given by parents with ASD kids. According knowledge and mind responded actively to the received
to Lee and Low (2014), it happened because students information.
with learning disabilities also showed sexual behaviour This research employed the cross-sectional survey
problems. They stated that cognitive weakness method which analysed the level of knowledge and
has caused students with special needs being often practice of sexual education teachers of Special Needs
exploited or influenced by mass media. Consequently, Studentd with quantitative approacs. The data obtained
they were often exploited by irresponsible parties due from this study were able to represent large populations
to the inability to discern right or wrong. through sampling technique., and The results of the
Therefore, in this study, researchers investigated study can be generalized to the actual population. It
extensively about knowledge and sexual education was also able to indicate the relationship between the
practice which involved teachers with Special-Needs variables.
Students. Teachers as curriculum implementer play an The location of the study was in Johor. The
important role in ensuring the delivery of knowledge to researchers appointed several primary and secondary
be grasped by students. Students’ achievement depends schools under the supervision of the PPD of Kulai
on the level of knowledge and teachers’ teaching district as a study population. This study only involved
practices. Ninlawan and Areerachakul (2015) showed appointed schools with Special Education Class.
that the curriculum development process and learning
of children with disabilities was at a high level with the
 Siti Khadijah J, Mohd Hanafi M Y, Knowledge and Practice of Sexual Education Teacher of . . . . 3

Table 2. Profile of Teacher Respondents terms of professionalism. Similarly, Part C also has 10
items containing teaching practices of sexual education
Demography Group Frequen- Percent- teacher of Special Needs Students.
cy age (%)
This questionnaire instrument was approved by
Home Loca- City 32 47.1 a Special Education lecturer, a Master’s of literature
tion / Settle- language from UPM and a Kulai district Special
Rural 36 52.9
ment Education officer. The questionnaire instrument was
administered through circulation to respondents.
Gender Man 15 22.1
The results from the questionnaires were analysed
Women 53 77.9 descriptively using SPSS.
Doctorate 1 1.5
FINDING AND DISCUSSION
Master’s 7 10.3
Finding
Highest Aca- in Educa-
demic Qualifi- tion Summary of Special Education Teachers Respondents
cation Profile
Bach- 53 77.9
elor’s The findings can be seen through descriptive
statistics and inferential statistics. Respondents’ profiles
Certifi- 7 10.3 of 86 special education teachers were obtained from the
cate/Di- survey questionnaire, consisting of demographics i.e.
ploma in school location, gender, highest academic qualification
Teaching and teaching experience of Special Needs Students.
1–5 12 17.6 The percentage of respondents according to
years the school location was presented in Table 2 with
Teaching ex- 32 respondents working in the city (47.1%) and 36
perience respondents working in rural areas (52.9%). Table
6 – 10 35 51.5
2 also showed that there were 15 male respondents
years
(22.1%) respondents and 55 female respondents
11 – 15 12 17.6 (77.9%). For the highest academic qualifications, only
years one person (1.5%) had a doctorate, 7 persons (10.3%)
from undergraduate education, 53 person (77.9%) has
16 – 20 5 7.4
bachelor’s and 7 (10.3%) had a certificate / diploma in
years
teaching.
20 years 4 5.9 In the teaching experience category, 12 persons
and (17.6%) have served in Special Education between 1
above to 5 years and 35 persons (51.5%) have taught for 6 to
10 years. A total of 12 people (17.6%) had taught for
Stratified random sampling technique was 11 to 15 years and 5 people (7.4%) had served for 16 to
employed on a total of 86 samples of 110 Special 20 years. Lastly, only 4 people (5.9%) have served for
Education teachers in Kulai district, Johor. more than 20 years.
The researcher used the method of collecting data Knowledge Level of Sexual Education Teacher Of
through 5 points of likert scale survey questionnaires. Special Needs Students
The researcher used 14 items for instruments of both The analysis result on table 3 showed the
categories in parts A and B. Part A used a single knowledge level of sexual education teacher. Overall,
selection item, while Part B was made up of optional/ the knowledge level of sexual education teachers
various type item that were systematically arranged in Special Education was at a high level. This result
according to level of agreement: “most disagreeable”, was obtained by viewing the average mean value of
“disagree”, “uncertain”, “agree”, and “most agree”. 4.163 which indicates that it was at a high level and
There were some parts covered in the questionnaire for the average value of the standard deviation was at the
the special education teacher, which were parts A, B and opposite level of 0.343 which showed low level.
C. Part A has 4 demographic-related items i.e. gender,
school location, highest academic qualifications and
teaching experience. Part B has 10 items that covered
the level of knowledge of special education teachers in
4 Journal of ICSAR; Volume 3, Number 1, January 2019: 1-7

Table 3. Knowledge Level of Sexual Education Teacher Of Special Needs Students

Code Item Mean and Standard Level

Deviation
B Knowledge of Special Needs Students Sexual Education among Mean
Special Education Teachers
B1 I know there are elements of Sexual Education in Physical and Health 4.012 0.563 T
Education subjects for year 4 and 5.
B2 I know the focus of the Physical and Health Education curriculum on 4.221 0.495 T
Sexual Education is to establish a positive impression on reproductive
and social health for personal, family and society.
B3 I know Curricullum Standard Secondory School for Special Education 4.198 0.591 T
of Self-Management has been organized into five topics and Self-Care
skill is the first topic.
B4 I know Self-Managing topic is related with self-care in the physical 4.291 0.571 T
and personality aspects.
B5 I know Self-Managing topic regarding physical changes as well as 4.268 0.541 T
genital hygiene.
B6 I know Self-managing topic regarding self-management before 4.244 0.612 T
and during menstruation, usage and management of pads/tampons.
(Menstrual Hygiene Management)
B7 I know Self-managing topic regarding self-management during wet 4.267 0.541 T
dream, adoption of social constraints in daily life, touch limitations/
boundary in maintaining the personal safety and dignity.
B8 I know Self-managing topic regarding healthy lifestyle. 4.291 0.482 T
B9 I know Self-managing topic regarding communication effectives in the 4.151 0.543 T
management of the residential/living area.
B10 I am aware there are elements of Sexual Education that covered in the 4.093 0.500 T
Special Needs Students Curriculum.
Overall 4.163 0.343 T

The data showed that all 10 items were at a were at a low level. (SP = 0.312 ).
high level. All the items were B1 (mean = 4.012, SP Data presented that there were 10 items related to
= 0.563), B2 (mean = 4.221, SP = 0.495), B3 (mean the teaching practices level of Special-Needs Students’
= 4.198, SP = 0.591), B4 (mean = 4.291, SP = 0.571) Sexual Education teachers. The findings showed 6 items
(mean = 4.244, SP = 0.612), B7 (mean = 4.267, SP = in high interpretation All the items were C1 (mean =
0.541), B8 (mean = 4.291, SP = 0.482), B9 (mean = 4.314, SP = 0.559), C2 (mean = 4.070, SP = 0.400),
4.151, SP = 0.543), B10 (mean = 4.093, SP = 0.500). C4 (mean = 4.163, SP = 0.528), C5 (mean = 4.244, SP
Thus, the research findings on the knowledge level = 0.593), C9 mean = 4.093, SP = 0.644), C10 (mean =
of Sexual Education teacher Special Needs Students 4.000, SP = 0.632). However, there were 4 items that
showed all the items have high interpretations mean fell under the medium interpretation category. All the
value and excellent results. items were C3 (mean = 3.814, SP = 0.861), C6 (mean =
Education will be able to support Special 3.744, SP = 0.654), C7 (mean = 3.826, SP = 0.636), C8
Education teachers to teach sexual education based (mean = 3.919, SP = 0.578).
on the right guidelines. The findings have answered Item C3 related to the teacher’s ability to handle
the first objective of this study; which showed that the the challenges of sexual behaviours that arise. Item
knowledge level of sexual education teacher of students C6 related to the application of existing and new
with special needs was high. knowledge about sexual education towards Special-
Practice of Sexual Education Teacher of Special Needs Students. The teachers’s ability and application
Needs Students. The analysis outcome on table 4 of current knowledge merged with new knowledge
showed the mean value was 4.019 which showed the should be revised more thoroughly as Moss, K. and
practice of sexual education teacher of special needs Blaha (2001) also mentioned that the ability to deliver
students was high. Overall, data findings showed that an adequate instruction related to lesson content
the teaching practice was at a high level. The average using accurate communication approach was a great
value of standard deviation showed that the findings challenge for teachers.
 Siti Khadijah J, Mohd Hanafi M Y, Knowledge and Practice of Sexual Education Teacher of . . . . 5

Table 4. Practice of Sexual Education Teacher Of Special Needs Students

Mean and Standard Stage /
Code Item
Deviation Level
C Special Needs Students Sexual Education Practice among Special Mean
Education Teacher
C1 I have difficulty in handling Special Needs Students sexual 4.314 0.559 T
behaviour problems.
C2 I used teaching materials that are suitable with students’ ability 4.070 0.400 T
level and the topics to be taught.
C3 I am competent on the action needs to be done if sexual behaviours 3.814 0.861 S
appear in the Special Needs Students.
C4 I am confident to teach topics that involve Sexual Education to 4.163 0.528 T
Special Needs Students.
C5 I think Special Needs Students has no problem managing 4.244 0.593 T
themselves when they reached at secondary level
C6 I have applied the existing and new knowledge on Sexual 3.744 0.654 S
Education to Special Needs Students.
C7 I have chosen the appropriate strategy and method in lesson and 3.826 0.636 S
learning Sex Education topic.
C8 I have explained to Special Needs Students in a proper and clear 3.919 0.578 S
approach about sexual behaviour and personal safety management.
C9 I have taught all the elements in the Self-Management topics to 4.093 0.644 T
Special Needs Students.
C10 I’m feeling embarrassed to convey knowledge of Sexual Education 4.000 0.632 T
to Special Needs Students.
Overall 4.019 0.312 T

Table 5. Kolmogorov-Smirnov Statistic to researched conducted by Bekirogullari et al. (2011)

Determine Normalization which indicated that the teaching of sexual education
Kolmogorov-Smirnov among normal students was difficult/challenging, so
for learning disabilities like autism was more complex.
Statistic Df Sig.
Thus, the results of this study have answered the second
Teachers’ Knowl- 0.217 86 .00 objective of identifying the practice level of sexual
edge education teachers of Special Needs Students.
Teachers’ Teaching 0.186 86 .00
Practice
Determination of Data Normality
For example, the lesson delivery regarding The analysis result on table 5 indicated the
personal safety to Special-Needs Student in vision output of the Kolmogorov-Smirnov Test to assess
impairment category was complex. Moreover, these normality. The significant level of teachers’ knowledge
students are very risky to be the victims of sexual and teachers’ teaching practices was 0.00, p <0.05.
abuse. Apart from that, item C7 was linked to the The distribution of both data was abnormal. The
selection of proper strategies and methods in lesson assumption of data normality cannot be fulfilled. Thus,
presentation and facilitation of sexual education topics. the non-parametric test of the Spearman’s Correlation
This item should be observed more explicitly because Coefficient was used.
Hanum, Huda, and Kurniawan (2018) also found that Correlation of Knowledge Level and Teaching
Special Education teachers should specify the teaching Practice of Special-Needs Students’ Sexual Education
requirement as well as materials or teaching module for Teacher. The findings analysis in table 6 indicated
Special-Needs Students. the Spearman’s Rho correlation between teacher’s
Item C8 referred to the explanations regarding knowledge level and teaching practice of Sexual
sexual behaviour and personal safety to Special Education Teacher of Special Needs Students.
Needs Students in a right and accurate approach.
Therefore, the study findings was consistent with the
6 Journal of ICSAR; Volume 3, Number 1, January 2019: 1-7

Table 6. Spearman’s correlation between education knowledge in order to support these students
Knowledge and Teachers Teaching Practice to not be stigmatized by the local community.
Variable Teachers’ Knowledge Kong and Tan (2010) explained that the sex
N rs P education covered biology field, belief (cognitive,
86 0.664 0.000** behavioural and affective), socio-cultural, effective
Teachers’ Teaching communication skills as well as ability to make a
Practice wise and responsible decision-making. Thus, the
incapability to properly implement/deliver the sex
p<0.005**
education to students will produce a negative impact
The results of the analysis for the level of in the future. Special-Needs Students shall be guided
knowledge on teaching practice showed that the with full attention by the authorities so that they will
correlation coefficient value was 0.664 (rs = 0.664) not be ostracized and left behind. A growing number
and the probability value was 0.000 which tested at of government institutions and private sector have
the significant level of 0.05. This probability value was provided relevant disclosure of Sexual Education for
found to be smaller than 0.05. The resulting correlation Special-Needs Students. All parties need to be aware
value was high correlation. and sensitive to these sexual behaviour issues and not
Therefore, the null hypothesis was rejected. The just point fingers at certain parties to resolve these
results of this study have answered the third objective, crises. This finding in line with reseach conducted by
which there was a positive and significant relationship Dapudong (2014), that learning support programmes
between level of knowledge and teaching practices of and the actual delivery of the program should be
sexual education teachers of Special Needs Students (rs developed in terms of individual education plan (IEP)
= 0.664, p <0.05). provision, curriculum modifications and classroom
The study found that the Spearman’s correlation adaptations that are appropriate for students with
coefficient, (ρ, also pronounced rho) indicated that special educational needs. Cooperation and support
there was a strong and significant positive relationship should be given to the teachers so that both parties can
between teachers’ knowledge and teachers’ practice [r work together in order to help these special children.
(82) = 0.664, p <0.05]. From the findings of this study,
it can be concluded that there was a likelihood that the
CONCLUSION
higher the level of the teachers’ knowledge, the better
the teaching practices of Special-Needs Students’ Knowledge level and teachers’ teaching practice
Sexual Education teacher. From the results of the study, are closely related in ensuring the maximum teaching
it was found that there was a significant correlation effectiveness. Sexual Behaviour Problems of Special-
between teachers’ level of knowledge and teaching Needs Students can be resolved swiftly if interventions
practices. are given accordingly by the authorities.
The intellectual problem of Special-Needs
Discussion Students is not a barrier to study the sexual education
knowledge. It depends on the skill and teacher’s
This research’s finding showed that the knowledge knowledge in application of teaching materials that are
level of Special Education teachers with special needs linked to sexual education.
students was high. Hence, this study findings have Furthermore, the limitations of this study is
supported Ujang et al. (2017) which proved that related to the aspect of teachers’ knowledge integration,
majority of trainees agreed that Health Education effectiveness of teaching strategies and teachers’
was essential for students with learning disabilities in teaching practice on sexual education knowledge that
primary schools and being taught in Health Education can be greatly utilized in the teaching and learning
during teacher training. session of the Special-Needs Students.
Majin, Hashmi, and Sombuling (2017)
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