SCHOOL READINESS IN PREVENTING SEXUAL HARASSMENT OF CHILDREN WITH INTELLECTUAL DISABILITIES IN SPECIAL NEEDS SCHOOLS (SLB-C) IN BANDUNG CITY
DOI:
https://doi.org/10.34011/icihcce.v7i2.387Keywords:
Children with intellectual disabilities, school readiness, sexual harassment, prevention, special needs schools (SLB-C)Abstract
Background: Children with intellectual disabilities are more vulnerable to sexual abuse
due to limited knowledge, self-protection skills, and understanding of body boundaries. In Bandung
City, prevention efforts have been implemented but still face several challenges, primarily because
the issue is considered sensitive, difficult to communicate, and has not yet been developed into a
structured prevention program.
Objective: This study aims to explore school readiness in preventing sexual abuse among children
with intellectual disabilities in special needs (SLB-C) schools in Bandung City.
Methods: This study used a qualitative case study design conducted in five special needs (SLB-C)
schools in Bandung City, West Java, Indonesia. Informants consisted of 16 participants, including
11 teachers and 5 principals, who were purposively selected based on their involvement in teaching,
assisting, or managing educational services for children with intellectual disabilities. Data were
collected through focus group discussions with teachers and in-depth interviews with principals. Data
were analyzed using descriptive thematic analysis.
Results: The findings indicate that school readiness has begun to emerge through teachers' and
principals' recognition that preventing sexual abuse is a critical issue for children with intellectual
disabilities. However, this readiness is still constrained by institutional barriers, including limited
teacher capacity, the absence of specific policies and standard operating procedures (SOPs), a lack
of routine programs, limited learning media, and suboptimal family involvement and cross-sector
collaboration.
Conclusion: School readiness for sexual harassment prevention needs to be strengthened through
structured, sustainable, and collaborative school-based prevention programs supported by clear
guidelines, teacher training, appropriate learning media, parental involvement, and external
institutional support.
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