The Difficulties of Implementing Sexual Abuse Prevention Policy Perceived by Special Education Teachers
Students with disabilities are at high risk of being sexually abused. The aim of this study was to explore the difficulties of implementing sexual abuse prevention policy based on the relevant legislations, as perceived by the special education teachers. The qualitative research method was applied and twelve teachers were individually interviewed to collect data. The data were analyzed with the approach of thematic analysis. The results showed three categories of difficulties. First, the reports were of little benefit to student victims. The social workers failed to improve the victims’ family functioning and provide teachers with counseling resources. Most of all, the human rights of people with disabilities were not upheld in the judiciary system. Second, the applicability of “Gender Equality Education Law” for special education students was questioned, mainly because it impeded timely counseling and evidence-gathering for students, and it brought doubts of reporting criteria for teachers. Third, cross-profession difficulties arose. The case loading of social workers was heavy and the information of case management was deficient. The police interrogation process did not allow teachers’ presence, and this might undermine students’ credibility. The court did not protect teacher’s confidentiality as a witness; teacher’s fear of offender’s retaliation thus resulted. The educational administration did not coordinate student’s transfer, and school’s effectiveness in sexual abuse prevention was determined by number of cases reported. Special education teachers were not in a position to investigate sexual abuse cases that involved teachers and students.
|關鍵詞||身心障礙、性侵害、性侵害防治政策、特殊教育、disability、sexual abuse、sexual abuse prevention policy、special education|