相關防治體系所知覺的教育專業執行防治智能障礙者遭受性侵害工作所面臨的需求

The Requirements of Educational Professional Perceived by Other Professionals When Working With Sexual Abuse Victims With Intellectual Disabilities

智能障礙學生為遭受性侵害的高危險群，因此教育專業極有可能在學校中面臨性侵害的受害案主。因應上述現象，本研究旨在探討相關防治體系所知覺的教育專業對於陪同受害案件接受調查／出庭、報案及教導性侵害防治課程等工作所面臨的需求。研究方法採用質性研究法的焦點團體訪談針對53位相關體系專業人員蒐集資料，包括社工師、警察、檢察官與教育人員。研究結果發現教育專業對於陪同受害學童接受案情調查與出庭所面臨的需求為：（1）推動特教人員加入跨專業合作團隊以利辦案；（2）提供被害者的個別化教育計畫作為被害前後行為改變參考資料；（3）加強在科學證據蒐集及專家證人方面的訓練。對於通報案件的需求為建立正確的報案態度及重視報案內容的保密原則。對於教導性侵害防治課程的需求則為落實性侵害防治教育的教導及加強大眾對智能障礙者兩性議題的正確了解。

The purpose of this study was to explore the requirements facing with education professionals when working with sexual abuse victims who are with intellectual disabilities. The data were collected from 53 service-providers through a qualitative method of focus-group interviews. The service-providers participated in this study included social workers, special educators, police officers, and prosecutors. The results showed the requirements of education system when accompanying the victim being investigated included (1) education professional should cooperate with other professionals, including social workers, polices, and prosecutors to participate in the multidisciplinary team; (2) providing the individualized education plan (IEP) of the victim to other team members; and (3) improving the training for educators about the collection of scientific evidence and being a professional witness. The requirements when reporting victims included reporting the sexual abused victim in a right attitude and keeping the content of report as confidential. Finally, the requirements when teaching the sexual abuse prevention curriculum included taking importance of providing preventive education from sexual abuse to students with intellectual disabilities and improving the public's understanding of sexuality issue of people with intellectual disabilities.