Queering the role of hostel carers within the sexuality education of visually impaired learners

Abstract

Background: Literature suggests that the comprehensive sexuality education (CSE) of children with disabilities (CwDs) remains located within parental and educators’ ecologies. However, very little focus has been given to the role of hostel carers, especially given that most special schools are mainly residential schools. As such, there is no policy, guidance, or training consideration for support staff such as hostel carers who equally play a care and support role for the CSE needs of CwDs.

Objectives: The aim of this article was to explore how hostel carers in South African residential schools for the blind (SFB) perceived and responded to their role in providing CSE to visually impaired learners.

Methods: Thirty-six hostel carers from three SFB were conveniently sampled and interviewed in separate focus group discussions. Queer theory underpinned this study, while the data generated was analysed thematically.

Results: Given that visually impaired learners spend 9 months of the year in hostels to be given holistic institutional support, hostel carers reported assuming a major role in their CSE. But because they saw themselves as unqualified, outnumbered by learners, and inundated by other responsibilities (e.g. cooking and cleaning), they reported being powerless and incapable to sufficiently cater for the CSE needs of visually impaired learners.

Conclusion: The study suggests that hostel carers have been neglected as care and support agents, despite playing a crucial role in the growing psychosexual needs of visually impaired learners.

Contribution: A holistic approach to providing CSE to visually impaired learners incorporating carers is provided.