Needs Assessment of Sexual Harassment Protection Education Model for Children with Intellectual Disabilities

  • Cherly Marlina Faculty of Public Health, University of Indonesia, Jawa Barat, Indonesia
  • Evi Martha Faculty of Public Health, University of Indonesia, Jawa Barat, Indonesia
  • Rita Damayanti Faculty of Public Health, University of Indonesia, Jawa Barat, Indonesia
  • Besral Faculty of Public Health, University of Indonesia, Jawa Barat, Indonesia
DOI: https://doi.org/10.56338/mppki.v9i8.11482
Keywords: Children with Intellectual Disabilities, Needs Assessment, Learning Media, Sexual Harassment Protection, Teachers

Abstract

Introduction: Children with intellectual disabilities face a high risk of sexual harassment, yet self-protection interventions for this population remain limited and tend to be reactive. National policies and reproductive health modules are available, implementation gaps at the operational level persist; therefore, teachers require structured pedagogical support to effectively deliver self-protection materials.

Methods: These qualitative needs assessment study was conducted in five special education schools for children with intellectual disabilities (SLB-C) in Bandung, Indonesia. Data were collected from 11 teachers and 5 principals through focus group discussion and in-depth interviews. This study explored experiences, current practices, systemic barriers, and the specific requirements for sexual harassment protection education. Data were transcribed verbatim and evaluated using thematic content analysis.

Results: The findings were classified into three main themes. First, factors shaping educational needs highlighted that the urgency of education is often hindered by a lack of institutional support and parental denial regarding children's vulnerability. Second, current practices and implementation gaps revealed that current education remains situational and is impeded by students' limited working memory and unsupervised gadget exposure. Third, design requirements for education formulated design specifications emphasizing that educational methods must be collaborative and gradually repeated (spaced repetition). The required learning media must be simple, concrete, visual, interactive, and multisensory.

Conclusion: Sexual harassment protection education for children with intellectual disabilities requires an integrated collaborative approach involving students, teachers, parents, and school institutions. The availability of multisensory media and structured modules is essential to accommodate children's cognitive limitations, simultaneously serving as a pedagogical instrument that enables teachers to deliver protection instruction in a directed and consistent manner that synergizes with the family environment.

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Published
2026-08-19
How to Cite
Cherly Marlina, Evi Martha, Rita Damayanti, & Besral. (2026). Needs Assessment of Sexual Harassment Protection Education Model for Children with Intellectual Disabilities. Media Publikasi Promosi Kesehatan Indonesia (MPPKI), 9(8), 1568-1576. https://doi.org/10.56338/mppki.v9i8.11482
Issue
Vol. 9 No. 8 (2026)
Section
Research Article

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