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Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education

Bibliographic Details
Main Author: Maia, Ana Cláudia Bortolozzi
Publication Date: 2017
Other Authors: Vilaça, Teresa
Format: Article
Language: por
Source: Revista Educação Especial (UFSM)
Download full: http://periodicos.ufsm.br/educacaoespecial/article/view/28087
Summary: School-based sexual education is an important process that must be performed by teachers for all students. The objective of this literature review study was to analyse the teachers' conceptions regarding the sexuality of students with intellectual disability. The papers were localized in databases in the area of Education and, based on exclusion criteria, 83 papers were selected for content analysis. The following categories were found: "sexual education" (n=22); "aspects of sexuality of individuals with disabilities" (n=28); "theoretical issues" (n=6); and "professionals and relatives" (n=27). The last category was dismembered in the following subcategories: "conceptions of teachers" (n=7); "conceptions and expectations of adults living with individuals with disabilities" (n=9); "conceptions of health professionals/caregivers" (n = 6); and "implementation of sexual education programs" (n=5). In the seven papers on teacher conceptions, teachers recognize that students with intellectual disabilities are sexual beings and have sexual manifestations in the school; they understand their sexuality as "exaggerated" and consider that they do not understand the information received. Teachers are favourable to the sexual education at school. However, there are those who do not consider that as their role and others could contribute to sexuality education. They need personal preparation, continuing formation, specific materials and family support. These results are useful to the planning of teacher training courses, aiming the development of positive attitudes, namely: confidence in scientific knowledge, welcoming posture, availability, respect and tolerance, among others, favouring the implementation of sexual education in inclusive school.
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spelling Teachers’ conceptions regarding the sexuality of students and their formation in inclusive educationConcepções de professores sobre a sexualidade de alunos e a sua formação em educação inclusivaConceptions of teachers. Sexual education. Intellectual disability. Teacher trainingConcepções de professoresEducação SexualDeficiência IntelectualFormação de Professores.School-based sexual education is an important process that must be performed by teachers for all students. The objective of this literature review study was to analyse the teachers' conceptions regarding the sexuality of students with intellectual disability. The papers were localized in databases in the area of Education and, based on exclusion criteria, 83 papers were selected for content analysis. The following categories were found: "sexual education" (n=22); "aspects of sexuality of individuals with disabilities" (n=28); "theoretical issues" (n=6); and "professionals and relatives" (n=27). The last category was dismembered in the following subcategories: "conceptions of teachers" (n=7); "conceptions and expectations of adults living with individuals with disabilities" (n=9); "conceptions of health professionals/caregivers" (n = 6); and "implementation of sexual education programs" (n=5). In the seven papers on teacher conceptions, teachers recognize that students with intellectual disabilities are sexual beings and have sexual manifestations in the school; they understand their sexuality as "exaggerated" and consider that they do not understand the information received. Teachers are favourable to the sexual education at school. However, there are those who do not consider that as their role and others could contribute to sexuality education. They need personal preparation, continuing formation, specific materials and family support. These results are useful to the planning of teacher training courses, aiming the development of positive attitudes, namely: confidence in scientific knowledge, welcoming posture, availability, respect and tolerance, among others, favouring the implementation of sexual education in inclusive school.A educação sexual no contexto da escola é um processo importante que deve ser realizado pelos professores para todos os alunos. O objetivo desta revisão de literatura foi o de analisar as concepções de professores sobre a sexualidade de alunos com deficiência intelectual. Os artigos foram localizados em bases de dados na área da Educação e, a partir de critérios de exclusão, elegeram-se 83 artigos para análise de conteúdo. Encontraram-se as seguintes categorias: “educação sexual” (n=22); “aspectos da sexualidade de pessoas com deficiências” (n=28); “questões teóricas” (n=6); e “profissionais e familiares” (n=27). Esta última categoria foi desmembrada em: “concepções de professores” (n=7); “concepções de profissionais da saúde/cuidadores” (n=6), “concepções  e expectativas de adultos que convivem com pessoas com deficiência” (n=9); e “implementação de programas de educação sexual” (n=5). Nos sete artigos sobre as concepções dos professores, estes reconhecem que os alunos com deficiência intelectual são seres sexuais e têm manifestações sexuais na escola; compreendem essa sexualidade como “exagerada” e consideram que eles não entendem as informações recebidas. Os professores são favoráveis à educação sexual na escola. Mas, há aqueles que não consideram que esse seja o seu papel e outros que poderiam contribuir, apesar de necessitarem de preparação pessoal, formação continuada, materiais específicos e apoio da família. Estes resultados contribuem para o planejamento de cursos de formação de professores, visando o desenvolvimento de atitudes positivas: segurança no conhecimento científico, postura acolhedora, disponibilidade, respeito e tolerância, dentre outras, favorecendo a implementação da educação sexual na escola inclusiva.Universidade Federal de Santa Maria2017-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2808710.5902/1984686X28087Special Education Magazine; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 669-680Revista de Educación Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 669-680Revista Educação Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 669-6801984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/28087/pdfCopyright (c) 2017 Revista Educação Especialinfo:eu-repo/semantics/openAccessMaia, Ana Cláudia BortolozziVilaça, Teresa2017-11-09T12:31:01Zoai:ojs.pkp.sfu.ca:article/28087Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-11-09T12:31:01Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
Concepções de professores sobre a sexualidade de alunos e a sua formação em educação inclusiva
title Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
spellingShingle Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
Maia, Ana Cláudia Bortolozzi
Conceptions of teachers. Sexual education. Intellectual disability. Teacher training
Concepções de professores
Educação Sexual
Deficiência Intelectual
Formação de Professores.
title_short Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
title_full Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
title_fullStr Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
title_full_unstemmed Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
title_sort Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education
author Maia, Ana Cláudia Bortolozzi
author_facet Maia, Ana Cláudia Bortolozzi
Vilaça, Teresa
author_role author
author2 Vilaça, Teresa
author2_role author
dc.contributor.author.fl_str_mv Maia, Ana Cláudia Bortolozzi
Vilaça, Teresa
dc.subject.por.fl_str_mv Conceptions of teachers. Sexual education. Intellectual disability. Teacher training
Concepções de professores
Educação Sexual
Deficiência Intelectual
Formação de Professores.
topic Conceptions of teachers. Sexual education. Intellectual disability. Teacher training
Concepções de professores
Educação Sexual
Deficiência Intelectual
Formação de Professores.
description School-based sexual education is an important process that must be performed by teachers for all students. The objective of this literature review study was to analyse the teachers' conceptions regarding the sexuality of students with intellectual disability. The papers were localized in databases in the area of Education and, based on exclusion criteria, 83 papers were selected for content analysis. The following categories were found: "sexual education" (n=22); "aspects of sexuality of individuals with disabilities" (n=28); "theoretical issues" (n=6); and "professionals and relatives" (n=27). The last category was dismembered in the following subcategories: "conceptions of teachers" (n=7); "conceptions and expectations of adults living with individuals with disabilities" (n=9); "conceptions of health professionals/caregivers" (n = 6); and "implementation of sexual education programs" (n=5). In the seven papers on teacher conceptions, teachers recognize that students with intellectual disabilities are sexual beings and have sexual manifestations in the school; they understand their sexuality as "exaggerated" and consider that they do not understand the information received. Teachers are favourable to the sexual education at school. However, there are those who do not consider that as their role and others could contribute to sexuality education. They need personal preparation, continuing formation, specific materials and family support. These results are useful to the planning of teacher training courses, aiming the development of positive attitudes, namely: confidence in scientific knowledge, welcoming posture, availability, respect and tolerance, among others, favouring the implementation of sexual education in inclusive school.
publishDate 2017
dc.date.none.fl_str_mv 2017-11-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/28087
10.5902/1984686X28087
url http://periodicos.ufsm.br/educacaoespecial/article/view/28087
identifier_str_mv 10.5902/1984686X28087
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/28087/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 669-680
Revista de Educación Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 669-680
Revista Educação Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 669-680
1984-686X
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reponame_str Revista Educação Especial (UFSM)
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