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 about
sexuality 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 still
considered a stigma by our society. Our society is generally prejudiced
negative about education implementation issues sexuality for children with
special needs, especially those with disabilities learning (Khadijah Rohani
Mohd Yunus, 2008). Therefore, education the special needs of the child’s
sexuality to date is neglected. Needs issue sexuality education among children
with special needs in particular KKBP should be seriously addressed and
reviewed in greater depth. This chapter arguing the current problems in
sexuality education for KKBP and further explain the purpose and objectives of
the study on this topic.

1.2 Background Study

Sexuality is a person’s
feelings 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 encompassing
aspects of multidimensional and human development comprehensive. Apart from
anatomical function, physiology and biochemical response system

Human sexuality, sexuality
also includes cognitive aspects (assertiveness, the ability to make decisions
wisely 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, Sexuality
Information and Education Council of the United States SIECUS, 2004).

 

Sexuality
education is a lifelong learning process which encompasses all of the above
sexuality dimensions to achieve four objectives, providing information,building
value, building interpersonal skills, and building a responsible concept (Wazakili,
2010). The bigger one individuals, the need for sexuality education is also
said to grow (Boehning, 2006). This means sexuality education issues should be
partially of special education for KKBP (Murphy & Elias, 2006).

Negative
prejudices against sexuality education arose as many people assuming that
sexuality education means education related sex acts. On the contrary sexuality
education covers a broad dimension and covers the various perspectives of human
life and not limited to meaning sexual orientation (Kong & Tan, 2010; Amir
Hasan Dawi, 2007).

Sexual
behavior is a treatment and is a small part of sexuality (Ministry of Health,
2009). Attitude problem sexual behavior is more likely to occur amongst
middle-level KKBP compared with primary school level KKBP (Aparecida, 2009;
Khadijah Rohani Mohd. Yunus, 2008). Therefore, Amir Hasan Dawi (2007) has stressed
that sexuality education should be implemented at the secondary level because
at this level the understanding of children is not so disordered and more
capable understand it more clearly based on its maturity and intellectual
ability.

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 is
increasing year by year (Special Education Division,

2009). KKBP
received education based on educational goals and objectives supported by both
the Problem-Based Special Education Alternative Curriculum Learning (Department
of 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 more
meaningful life (Part Special Education, 2010; Department of Special Education,
2004). However, the delivery of sexuality education is unrealistic and only
exists on a regular basis implied in six of the ten objectives of the curriculum
(Department of Education Typical, 2004; Special Education Division, 2010). This
means the existence of education sexuality is still blurred in a special
education problematic learning curriculum (PKBP) now.

Analysis
performed by the researcher shows that the element the element of sexuality
education in the PKBP curriculum is as shown in Table 1.1. Based on the
definition of sexuality education discussed at the coverage of the sexuality
element in the PKBP curriculum is not comprehensive. The delivery of sexuality
education is unrealistic and only exists implied in six of the ten objectives
of the curriculum (Department of Education Typical, 2004; Special Education
Division, 2010). This means the existence of education sexuality is still blurred
in a special education problematic learning curriculum

(PKBP) now.

Analysis
performed by the researcher shows that the element the element of sexuality
education in the PKBP curriculum is as shown in Table 1.1. Based on the
definition of sexuality education discussed at above, the coverage of the
sexuality element in the PKBP curriculum is not comprehensive.