Questioning inclusive city quality: Teachers' perspectives and experiences in sexuality education for children with special needs in Indonesia

This study explores the significance of Comprehensive Sexuality Education (CSE) for Children with Special Needs (CWSNs) within regular early childhood education settings in two inclusive cities: Banjarmasin and Banjarbaru, South Kalimantan, Indonesia. Using a qualitative phenomenological approach, the research examines the perspectives, confidence, and experiences of Early Childhood Education (ECE) educators who teach CWSNs about sexuality. Participants underscored CSE's role in empowering CWSNs against sexual violence and addressing maladaptive behaviors, despite challenges such as societal misconceptions, curriculum deficits, and insufficient teacher preparedness. Educators' confidence in delivering CSE is hampered by their general educational backgrounds and the absence of specialized educators capable of effectively tailoring programs to individual student needs. Teaching methods varied, encompassing sign language for deaf children, repetitive language with engaging media for those with autism, and approaches sensitive to cultural and religious norms when addressing Body Awareness and Genital Function, Understanding Identity and Gender Roles, and Fostering Personal Boundaries and Safety. Participants advocate for a comprehensive approach to SE inclusivity, emphasizing collaborative efforts among diverse stakeholders and multidisciplinary expertise. They call for clearer policies and sustained support from educational authorities to develop evidence-based curricula and provide comprehensive teacher training. Addressing disparities between privately owned and government-run institutions is crucial for ensuring equitable integration of SE into educational practice.