Abstract
Puberty education for mildly intellectually disabled (MID) female learners requires an active participatory teaching and learning approach. A proactive approach emphasises more individual learning around menstrual hygiene and this promotes healthy well-being. The cognitive impairment of MID female learners hinders their understanding of the physical and psychological changes of puberty which may result in personal neglect and health risks during menstruation. The curriculum focuses on the basics of reproductive anatomy and often fails to provide key information linking menstruation, menstrual hygiene and sexual reproductive health. This results in some MID female learners receiving inappropriate information regarding menstruation and sexual reproductive health. Contextual factors such as poverty make it difficult for many families to acquire the necessary items for hygiene menstrual management. The curriculum should explicitly educate MID female learners on personal self-care. This study developed an educational initiative to assist MID female learners with puberty education in a special needs school. Through participatory action research, data was collected from the experiences of purposefully selected MID female learners, one social worker and two teachers. Semi-structured interviews were conducted focusing on puberty education and menstrual hygiene. Thematic content analysis was conducted to develop a suitable programme for MID female learners. In this programme, the use of reusable sanitary towels was explained. The accompanying instruction manual and sex education content was redesigned for easier understanding. This study indicated a need to educate MID female learners in menstruation, menstrual hygiene and sexual reproductive health. Proactive initiatives would help eliminate the negative connotations around female puberty and promote the joy and celebration of womanhood.
M.Ed. (Inclusive Education)