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Margaret Wazakili

Margaret Wazakili. Doctoral student University of the Western Cape Physiotherapy department. Sexuality and Sexual Health Needs of Young People with Physical Disabilities. Role of Parents and Schools. Overview. Introduction Objectives/context Research design/setting

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Margaret Wazakili

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  1. Margaret Wazakili Doctoral student University of the Western Cape Physiotherapy department

  2. Sexuality and Sexual Health Needs of Young People with Physical Disabilities Role of Parents and Schools

  3. Overview • Introduction • Objectives/context • Research design/setting • Study sample/ethical issues • Data collection/analysis • Findings/limitations • Recommendations/acknowledgements

  4. Introduction • Physical disability is defined as limitation in movements e.g. CP, SB, PPP, stroke and so on. • Sexuality central aspect of being human (Izgubara, 2004), yet fraught with taboos • Disability misperceptions & sexuality taboos are mutually reinforcing • Meeting sexual health needs is key to controlling STIs & HIV/AIDS • Parents & schools have a key role to play in provision of sexuality & sexual health education

  5. Objectives • To explore disabled young people’s needs for sexuality and sexual health promotion • To describe the role played by parents and schools in providing sexuality & sexual health education • To recommend appropriate intervention strategies for disabled young people

  6. Context • Nyanga Township is one of the biggest and oldest in the Western Cape • Predominantly inhabited by Xhosa speaking people • Characterised by poverty, crime and high unemployment rates • No known studies on sexuality & sexual health promotion needs of disabled young people

  7. Research design/setting • Qualitative research paradigm used because of need for holistic description of the phenomenon • UWC Community Rehab Project used as entry point into the community • An intermediary (disabled himself) assisted in identifying participants (DPSA)

  8. Study sample/ethical issues • Purposeful sampling & voluntary participation of ten 15-24 year old disabled young people & ten parents was sought • Confidentiality and anonymity ensured • Consent forms signed after aim of the study was explained • Pseudonyms used - to protect identity

  9. Data collection • Individual in-depth interviews conducted more than once. • Four FGD of 4-10 members each conducted • Interviews & FGD were audio-taped and transcribed verbatim • Intermediary translated interviews from English to Xhosa and Xhosa to English

  10. Data analysis • Textual features of Atlas.ti used to organise raw data, create codes & write memos • Contextual features used to analysis data through interrelating codes & concepts to form theoretical networks around common themes (Muhr, 2006)

  11. Findings • Sexuality and sexual health ed. needs are not met • Cultural beliefs prohibit parents from talking about sexuality with their children • Parents concerned with prevention of pregnancy & not STIs or HIV/AIDS • Special schools promoted total abstinence and forced contraception for girls • Disabled young people felt marginalised & excluded from sexuality talks at mainstream schools

  12. Limitations of the study • Not being able to speak Xhosa was a barrier to in-depth interviews • Due to high crime rates, intermediary advised against visiting some parts of Nyanga • Therefore, not all physically disabled young people could be reached

  13. Recommendations • Health promoting schools need to be sensitive to sexuality and sexual health ed. needs of disabled young people • Parents need to be assisted to overcome cultural barriers – to take an active role in providing sexuality education • Strengthen collaboration between schools and parents to improve flow of information

  14. Acknowledgements • I would like to extend my gratitude to the UWC/VLIR programme for sponsoring my studies and attendance at this conference. • I extend my thanks to profs R. Mpofu and P. Devlieger, my supervisors

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