Sexuality likely to occur amongst middle-level KKBP compared

Sexuality education issues are not new in education today.However so, the implementation of sexuality education or talking aboutsexuality is controversial issues and considered taboo by some parties(Representing, 2010; Lee, Chen, Lee & Kaur, 2006). This is because the term’sex’ carries different connotations to some people and this is stillconsidered a stigma by our society. Our society is generally prejudicednegative about education implementation issues sexuality for children withspecial needs, especially those with disabilities learning (Khadijah RohaniMohd Yunus, 2008). Therefore, education the special needs of the child’ssexuality to date is neglected.

Needs issue sexuality education among childrenwith special needs in particular KKBP should be seriously addressed andreviewed in greater depth. This chapter arguing the current problems insexuality education for KKBP and further explain the purpose and objectives ofthe study on this topic.1.2 Background StudySexuality is a person’sfeelings or understanding of change emotional and responsive biological,psychological and sexual social functions that are characteristic multidimensional(Veiga, Teixeira, Martins & Meliço-Silvestre, 2006). This feeling encompassingaspects of multidimensional and human development comprehensive. Apart fromanatomical function, physiology and biochemical response systemHuman sexuality, sexualityalso includes cognitive aspects (assertiveness, the ability to make decisionswisely and responsibly the decision), affective aspect (feelings of intimacy,acceptance, love, favor and appreciated between two people), and behaviors(healthy interpersonal relationships and effective communication skills) human(Khadijah Rohani Mohd Yunus, 2008: 310-311; Kong & Tan, 2010: 29, SexualityInformation and Education Council of the United States SIECUS, 2004).

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 Sexualityeducation is a lifelong learning process which encompasses all of the abovesexuality dimensions to achieve four objectives, providing information,buildingvalue, building interpersonal skills, and building a responsible concept (Wazakili,2010). The bigger one individuals, the need for sexuality education is alsosaid to grow (Boehning, 2006). This means sexuality education issues should bepartially of special education for KKBP (Murphy & Elias, 2006).Negativeprejudices against sexuality education arose as many people assuming thatsexuality education means education related sex acts. On the contrary sexualityeducation covers a broad dimension and covers the various perspectives of humanlife and not limited to meaning sexual orientation (Kong & Tan, 2010; AmirHasan Dawi, 2007).Sexualbehavior is a treatment and is a small part of sexuality (Ministry of Health,2009).

Attitude problem sexual behavior is more likely to occur amongstmiddle-level KKBP compared with primary school level KKBP (Aparecida, 2009;Khadijah Rohani Mohd. Yunus, 2008). Therefore, Amir Hasan Dawi (2007) has stressedthat sexuality education should be implemented at the secondary level becauseat this level the understanding of children is not so disordered and morecapable understand it more clearly based on its maturity and intellectualability.In 2009,students enrolled in the Integrated Special Education Program Troubled Learning(PPKI BP) in Malaysia has reached a total of 12,696 people and this number isincreasing year by year (Special Education Division,2009). KKBPreceived education based on educational goals and objectives supported by boththe Problem-Based Special Education Alternative Curriculum Learning (Departmentof Special Education, 2004) and School Standard Curriculum Primary (KSSR)Special Education for Non-Performing Learning 2010 (Section Special Education,2011). Both curricula focus on meeting KKBP’s needs towards achieving a moremeaningful life (Part Special Education, 2010; Department of Special Education,2004).

However, the delivery of sexuality education is unrealistic and onlyexists on a regular basis implied in six of the ten objectives of the curriculum(Department of Education Typical, 2004; Special Education Division, 2010). Thismeans the existence of education sexuality is still blurred in a specialeducation problematic learning curriculum (PKBP) now.Analysisperformed by the researcher shows that the element the element of sexualityeducation in the PKBP curriculum is as shown in Table 1.1. Based on thedefinition of sexuality education discussed at the coverage of the sexualityelement in the PKBP curriculum is not comprehensive.

The delivery of sexualityeducation is unrealistic and only exists implied in six of the ten objectivesof the curriculum (Department of Education Typical, 2004; Special EducationDivision, 2010). This means the existence of education sexuality is still blurredin a special education problematic learning curriculum(PKBP) now.Analysisperformed by the researcher shows that the element the element of sexualityeducation in the PKBP curriculum is as shown in Table 1.1. Based on thedefinition of sexuality education discussed at above, the coverage of thesexuality element in the PKBP curriculum is not comprehensive.