CHAPTER FOUR

PRESENTATION, ANALYSIS, INTERPRETATION

OF FINDINGS

4.0Introduction

This chapter presents the results in reference to objectives in chapter one, Gender of    respondents, Age of respondents, education level of respondents.

4.1 FINDINGS ON GENERAL INFORMATION

Table 2 shows the findings on the gender of the respondents

Source: primary data

Table 4.1 above shows that 63.33% of respondents were male and 36.67% were female. That means that the biggest percentage of respondents and employees in the organization were male and apart from that it also shows that male gender dominate the work force of Kyambogo Primary School.

Figure 1 BAR GRAPH SHOWING THE GENDER OF RESPONDENTS

The findings in the study further clarifies that the male gender dominates the response rate in the study.

4.2 FINDINGS ON THE AGE OF RESPONDENTS.

Table 3 Shows findings on age of the respondents

Source: primary data

The table above shows that 30% of the respondents are in the ages of 18-29 while 36.67% of the respondents are in the ages of 30-39 while the remaining respondents are in the ages of above 40 years.

Figure 2 Bar graph showing the age of respondents

The graph above shows that majority of the respondents were in the ages of 30-39, this therefore shows that majority of the respondents are mature and therefore were able to give accurate information.

Table 4 shows findings on education level of respondents

Source: primary data

Table above shows that the majority of staff is degree holders and their percentage is 50%, masters 26.67%, while 20% of the respondents are diploma holders and the rest of the respondents have other qualification.

Figure 3 The line graph showing education level of respondents

The line graph above shows that majority of the respondents were degree holders, this showed that majority of the respondents were highly educated and therefore easily answered the questionnaires without difficulty, it further showed that seconds largest percentage of respondents have masters degree.

4.4 FINDINGS NUMBER OF YEARS OF WORKING

Table 5 showing the number of years respondents have worked at Kyambogo primary school.

Source: primary data

The table shows that majority of the respondents have worked for the time period of 6-10 years, and their percentage stands at 50% of, 20% of the respondents have worked for 3-5 years, while 16.67% of the respondents have worked for and respondents who have worked for above 10

Figure 4 The above graph showing the number of years respondents have worked at kyambogo primary school

The graph shows that majority of the respondents have worked for a period of 6-10 years at kyambogo primary school this therefore shows that majority of the respondents have good understanding of the operations of kyambogo primary school and  therefore gave right answers to the questions asked by the interviewer.

4.2 The importance of parents in providing sex education to their children

Table 6 shows The importance of parents in providing sex education to their children

Source: primary data [

From table 4.6 above, findings revealed that, 50% of respondents strongly agreed that Children with disabilities who grow up in abusive families are more likely to be sexually active and to use contraception consistently, 33.33% agreed while 16.67% were Neutral this therefore shows that majority of respondents agree that with the fact.

According to the table 60% of the respondents strongly agreed that Parents are the biggest influential figures to children with disabilities supposed to talk to them about their sexual life , while the remaining 40% agreed none of the respondents was neutral or disagreed.

According to the table above, 73.33 % of the respondents strongly agreed that Many parents are unsure of when to start talking to their children with disabilities about their sex life and many feel uncomfortable about having such conversation with their children while 16.7% agreed, 3.3% of the respondents were not sure while the remaining 10% disagreed.

From the table 83.33% of respondents strongly agreed that Children with disabilities are more likely to face sexual abuse than their counter parts while the remaining percentage of 16.67% of the respondents agreed this makes it clear that the children with disabilities are more likely to face sexual abuse to their counter parts.

According to the results in the study indicates that Children with disabilities are more likely to develop healthy attitude about them, if their parents don’t talk to them about their health; this is represented by a high percentage of 50% and 33.3% agreed.

4.3. The importance of sex education to children with disabilities

Table 7 Shows The importance of sex education to children with disabilities

Source: primary data

From table above, 60% of the respondents strongly agreed that Communication barriers in sex education puts children with disabilities at risk of unhealthy sexual relationships while the remaining 40% agreed; this therefore shows that the majority of the respondents agreed.

According to table above it indicates that, 73.33 % of the respondents strongly agreed that Support workers for children with disabilities lack sufficient skills and training to enable them to convey the sexual information, while 26.67% agreed, while none of the respondents, was neutral, disagreed, and strongly disagreed.

According to the results in the study majority of the respondents assert that Teaching sexual education to children with disabilities helps them combat sexual abuse that can threaten their health, none of the respondents disagreed or was neutral.

Findings revealed in table above, shows that 50% of the respondents strongly agreed and the remaining percentage this therefore shows that 100% of the respondents agree with the fact that it’s very important for the parents to educate their children with disabilities to sex and sex related issues.

According to the table 56.67% of the respondents strongly agreed that Lack of enough sexual information by children with disabilities prohibits them from socializing normally while the remaining 33.33% of the respondents strongly agreed, while non of the respondents was neutral, disagreed or strongly disagreed.

Cultural view on sex education to children with disabilities

From table above, 60% of the respondents strongly agreed that cultural perceives sex education as generation taboo while the remaining 40% agreed; this therefore shows that the majority of the respondents agreed.

According to table above it indicates that, 73.33 % of the respondents strongly agreed that Parents are reluctant to teach their children about sex for fear of preservation of virginity, premarital sex , early pregnancy and abortion, while 26.67% agreed , while non of the respondents, was neutral, disagreed, and strongly disagreed.

According to the findings in the majority of the respondents assert that good record management helps an organization to have timely information which heklps the management in quick decision making

Findings revealed in table above, shows that 50% of the respondents strongly agreed and the remaining percentage this therefore shows that 100% of the respondents agree with the fact that Girls with disabilities who are not educated about sexuality are more likely to become preganant in their teanage years than those who are educated.

The findings in the study shows that most of the respondents in the study assert that Sex education for adolescent in widely regarded by muslims as dangerous knowledge, none of the respondents disagreed or strongly disagreed.

The finding in the study shows that most of the respondents assert that Many children with disabilities donot receive sex education either in school or at home, most of the respondents in the study agreed.

CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSION, RECOMMENDATION AND AREAS OF FURTHER STUDY

5.0          INTRODUCTION

The study aimed at establishing an investigation into the provision of information on sex education to children with disabilities in Kyambogo Primary School, to find out whether parents talk to their children on issues of sex, investigate the importance of sex education on the children with disabilities and analyze the cultural views on Sex Education.

5.1 DISCUSSION OF FINDINGS

5.1.1 The importance of parents in providing sex education to their children

The findings revealed that most of respondents strongly agreed that Children with disabilities who grow up in abusive families are more likely to be sexually active and to use contraception consistently, this results is also in line with (Wed 30May2012) who states that Explaining facts of life should not be a one-off lecture but on going. Talking about sex and relationships when you are driving washing or shopping is much better that serious sit down lecture.

According to the findings in the study majority of respondents stated that Parents are the biggest influential figures to children with disabilities supposed to talk to them about their sexual life this is also in line with Bill Albert (7 July 2007) who states that Despite what parents may think, they have an enormous influence on their children’s decision on sex. More than two decades of quality research supplemented by recent public opinion points to the same conclusion.

The results show that many parents are unsure of when to start talking to their children with disabilities about their sex life and many feel uncomfortable about having such conversation with their children this findings indicates that parents have the responsibilities to ensuring children with disabilities.

The study clarifies that Children with disabilities are more likely to face sexual abuse than their counter parts this is also in line with the findings of The charity (sign health) recently setup a service called children who are victims of domestic abuse, sign health’s Roruena Dean says that missing out on information children with disabilities may have less socialization of sexual relationships and as a result may not be a well-equipped to recognize an unhealthy sexual relationships.

5.1.2 The importance of sex education to children with Disabilities

The results in the study indicates that Communication barriers in sex education puts children with disabilities at risk of unhealthy sexual relationships this is also in line with Charlie Swinburne 2014, who states that They instantly recognize the word Face book and YouTube but the words syphilis, genital warts and hepatitis ABC (Abstain, Be faithful, and Condom) are met with blank expressions.

The results in indicates that Support workers for children with disabilities lack sufficient skills and training to enable them to convey the sexual information this has made the children to lack the necessary sexual information.

The results indicate that teaching sexual education to children with disabilities helps them combat sexual abuse that can threaten their health this is was also further supported by majority of the respondents who agreed.

The results indicates that most of the results indicates that it’s very important for the parents to educate their children with disabilities to sex and sex related issues, this results indicates that parents have the responsibility to teach their children about sex.

The findings indicates that Lack of enough sexual information by children with disabilities prohibits them from socializing normally this helps in ensuring that children are morally upright

5.1.3 Cultural view on sex education to children with disabilities

The study shows that culture perceives sex education as generation taboo this is also in line with (Sex Education 2015) which states, this offers a critical examination of the problematic of child hood and adolescent sexuality and sex in an Islamic context. Childhood and sexuality do not co-exist harmoniously in Islamic traditions since the latter is recognized as the exclusive realm of adulthood and adolescent sexuality have scarcely been acknowledged in Islamic traditions.

The study indicates that Parents are reluctant to teach their children about sex for fear of preservation of virginity, premarital sex, early pregnancy and abortion, Pedus 2008) who states that For a very long time the issue of Sex Education for primary people, particularly in the African region but not exclusively so has remained a taboo. Although sex education is a natural developmental process, many parents, cultures and societies frown at discussing sex with their adolescent children because it is perceived as a generational taboo.

Findings revealed that most of the respondents strongly agreed and Girls with disabilities who are not educated about sexuality are more likely to become pregnant in their teanage years than those who are educated.

The findings in the study shows that most of the respondents in the study assert that Sex education for adolescent in widely regarded by Muslims as dangerous knowledge,

5.2 Recommendation of findings

The study recommends the following;

The study recommends that parents should help advice children on sexual behaviors so as to enable them grow up morally upright.

The study further recommends that parents should treat children with disabilities as other children without segregating them, therefore they should be taught about sex to enable them live healthy lives.

5.3 Conclusion of the study

The study concludes that there is need to consider the sexual feelings of the children with disabilities therefore parents should teach disabled children about sex.

5.4 Areas of further study

The study recommends the following areas of further;

• Challenges of pornography to education standards in urban schools
• The influence of sex education on academic performance
• The impacts of early sex education towards the development of sex life.