Putting the S in Special Education: stories about sexual health education
Subject
Abstract
This research study is designed to understand the barriers and pathways for teachers supporting their Secondary students with exceptionalities in learning about sexual health as they make the transition to adulthood. The purpose of this research is to build understanding of teacher practices, curriculums, goals, and needs to facilitate effective sexual health education programs for students with exceptionalities. Narrative inquiry is the chosen method to answer the central research questions: What makes it possible for one teacher to teach Sexual Health Education to Secondary School students with exceptionalities and what makes it less possible for another teacher? What are the stories of these teachers and in what ways can their stories inform and enhance the delivery of Sexual Health Education for BC Secondary students with exceptionalities as they transition to adulthood? A very specific group of teachers in British Columbia were recruited for this project: BC Teachers teaching and/or case managing Secondary students with low incidence designations (Secondary Special Education/Inclusive Education Teachers). Semi structured interviews were conducted to collect data. Through the process of narrative inquiry, interpretation and analysis are an interwoven symbiotic process. The data were reviewed through meticulous transcription, listening, re listening, journaling, coding, and categorizing. The two overarching themes of local systems and structures and professional identity emerged from the data and are the essence of the re storying represented by fictionalized vignettes. Based on the findings of this study, recommendations are made for teachers, case managers, and administrators at a local level; for structures and policy at a district level; and for potential ministerial review with attention to Sexual Health Education and Transition Planning.