In this study, nature and characteristics of the students with sensory disability will be looked at and based on this, the realities of sex education and its requirements on students with sensory disability will be compared and analyzed, so that they can be educated to have correct understanding of ...
In this study, nature and characteristics of the students with sensory disability will be looked at and based on this, the realities of sex education and its requirements on students with sensory disability will be compared and analyzed, so that they can be educated to have correct understanding of man and woman and understand their relationship rationally, which will give them basic information on correct sex education to help them to keep their lives prosperous. For this purpose, the realities of sex education and its requirements on students with sensory disability in Gwangju City, Jeonnam·Jeonbuk area was grasped to find out improved solution on the problems of sex education at schools according to the types of disability and to middle and to examine and analyze the realities of sex education and its requirements on high school students in school for students with sensory disability questionnaire was used. To analyze the realities of sex education and its requirements students in 6 schools for students with sensory disability in Gwangju City, Jeonnam·Jeonbuk area was targeted and the conclusion, from the analyzed result of the collected information, is as follows. First, the realities of sex education on students with sensory disability show that the way they learn sexual information is mostly through teachers and following the order of importance sister, brother, friends, and parents, regardless of sexuality, school variable, degree of disability, time of disability occurence, and experience on sex education. Degree of sexual information has statistically significant difference on types of disability and degree of disability. Sex education at school is useful and regardless of degree of disability the higher year students had more acquaintance of the opposite sex. Second, requirements of sex education on students with sensory disability show that the appropriate time for sex education is following the order of importance middle school and higher years in elementary school and when picking subjects for sex education elementary, middle, and high school stages should be set as a course for sex education. During sex education the moral part including moral rules between opposite sex, and action during acquaintance of the opposite sex should be taught by teacher majored in sex education. During sex education the wanted informations were marriage and family, friendship and love, and pregnancy and birth in the order of importance. This study is based on society of South Korea where confusionism based traditional ethical discourse makes sexuality as a factor that is embarrassing and awkward to talk about and the subjects of this study have special region and special disability, which limits the generalization of this study. Based on the study and conclusion, solution for improvement of sex education for students with sensory disability will be suggested. First, as teacher has an important role in sex education, the teacher teaching sex education should have enough sexual information to satisfy the students' needs and have positive attitude and to give children correct sense of values parents need to be taught on their sexual role. Second, as interest on the acquaintance of the opposite sex increases and the average age is lowering, not only effective teachings on the acquaintance of the opposite sex is needed but environment for sound acquaintance of the opposite sex and lesson time for systemic sex education and development of effective teaching materials is required. Also, to assess sex education as the important part of education on humanism, standards for assessment shouldn't be limited on anatomical information but assessed on areas of physical, psychological and social parts.
In this study, nature and characteristics of the students with sensory disability will be looked at and based on this, the realities of sex education and its requirements on students with sensory disability will be compared and analyzed, so that they can be educated to have correct understanding of man and woman and understand their relationship rationally, which will give them basic information on correct sex education to help them to keep their lives prosperous. For this purpose, the realities of sex education and its requirements on students with sensory disability in Gwangju City, Jeonnam·Jeonbuk area was grasped to find out improved solution on the problems of sex education at schools according to the types of disability and to middle and to examine and analyze the realities of sex education and its requirements on high school students in school for students with sensory disability questionnaire was used. To analyze the realities of sex education and its requirements students in 6 schools for students with sensory disability in Gwangju City, Jeonnam·Jeonbuk area was targeted and the conclusion, from the analyzed result of the collected information, is as follows. First, the realities of sex education on students with sensory disability show that the way they learn sexual information is mostly through teachers and following the order of importance sister, brother, friends, and parents, regardless of sexuality, school variable, degree of disability, time of disability occurence, and experience on sex education. Degree of sexual information has statistically significant difference on types of disability and degree of disability. Sex education at school is useful and regardless of degree of disability the higher year students had more acquaintance of the opposite sex. Second, requirements of sex education on students with sensory disability show that the appropriate time for sex education is following the order of importance middle school and higher years in elementary school and when picking subjects for sex education elementary, middle, and high school stages should be set as a course for sex education. During sex education the moral part including moral rules between opposite sex, and action during acquaintance of the opposite sex should be taught by teacher majored in sex education. During sex education the wanted informations were marriage and family, friendship and love, and pregnancy and birth in the order of importance. This study is based on society of South Korea where confusionism based traditional ethical discourse makes sexuality as a factor that is embarrassing and awkward to talk about and the subjects of this study have special region and special disability, which limits the generalization of this study. Based on the study and conclusion, solution for improvement of sex education for students with sensory disability will be suggested. First, as teacher has an important role in sex education, the teacher teaching sex education should have enough sexual information to satisfy the students' needs and have positive attitude and to give children correct sense of values parents need to be taught on their sexual role. Second, as interest on the acquaintance of the opposite sex increases and the average age is lowering, not only effective teachings on the acquaintance of the opposite sex is needed but environment for sound acquaintance of the opposite sex and lesson time for systemic sex education and development of effective teaching materials is required. Also, to assess sex education as the important part of education on humanism, standards for assessment shouldn't be limited on anatomical information but assessed on areas of physical, psychological and social parts.
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