Date

6-19-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rebecca Lunde

Keywords

Special needs student, sex education, attitudes and comfort levels

Disciplines

Education

Abstract

The purpose of this quantitative, causal-comparative study is to determine if there is a difference in special education and general education teachers’ attitudes and comfort level in teaching sex education. Students with intellectual disabilities need a sex education curriculum that can be extended if needed to ensure that they understand and are able to apply their knowledge to personal situations if they arise. The study’s sample includes high school and middle school special education and general education teachers. The sample was taken from participants who volunteered to take the survey via a link posted on social media account. A Microsoft Office 365 survey tool was posted on social media account via an IRB approved post; this survey included the TACS attitude and comfort scale questions as well as demographic questions. The results collected were sorted into the five attitudes and comfort level factors. A MANOVA was used to analyze resulting data. There was a statistically significant difference between the teachers on the combined dependent variables, F(2, 68) = 9.712, p < .05; Wilks  = .778; partial n2 = .222, indicating a large effect size. Therefore, the researcher rejected the null hypothesis.

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