Nida Nurhamidah, Sofi Septiani and Chintia Khoirunnisa, students from the Indonesian University of Education (UPI), majoring in Special Education, conducted research and education regarding female reproductive organs and their functions for children with disabilities in Bandung.
Nida explained that current developments, especially in digitalization, do not guarantee that knowledge about reproductive health and sexuality rights (HKRS) issues can be accessed properly. Evidently, there are still many people who consider this issue taboo. So it has an impact on children, especially those with disabilities.
“Like the school in the Bandung area where I did research. "When I asked or I showed them pictures of reproductive organs, they laughed and were embarrassed to answer," explained Nida.
The opinion of parents or families that the HKRS issue is an issue that children of their age should not know about is the main factor, said Nida. This is also what Nida felt when she was a child.
“When I was going through puberty, I was embarrassed and hid this from my parents. "Because if I opened up, my family would corner me and think that I was mature before my time," recalled Nida.
Nida added that the process of puberty and changes in reproductive organs are not wrong. If we look at it naturally and in terms of developmental age, everyone will go through this. Unfortunately, this is a picture of taboo values that parents and families often push to children from an early age.
The HKRS issue is important because it will increase children's sensitivity and recognition of their own bodies. To provide early prevention for children so they do not experience reproductive diseases and sexual violence.
“Especially for children with disabilities. They are very vulnerable to experiencing sexual violence. "Because they don't receive education and education about reproductive health and sexuality on a par with other children," he stressed.
Also, much of the education about HKRS is not transparent. So, more appropriate adjustments are needed so that this education can be delivered to children with disabilities in an appropriate manner.
Not only that, high parental dependency also became the biggest challenge for Nida and her friends in starting their education. There is an assumption that children with special needs are individuals who cannot live independently. Also, only parents know best about their child's needs.
“This became difficult because from the start the parents and family were not open. We are considered to be teaching their children incorrect things."
From the results of field observations, Nida said that she and her friends discovered several interesting facts. First, related to knowledge about basic concepts of reproductive health and sexuality that children with disabilities never receive. "They still don't understand that basic concepts such as something dirty must be cleaned and something wet must be dried."
Not to mention, there is a lack of female educators who provide education regarding the HKRS issue. Mostly, said Nida, education on HKRS issues is delivered by male educators so that girls feel embarrassed to open up. Lastly, parents are so busy that they forget to pay attention to the process of their child's sexual development.
“This finally adds to our understanding. "In addition to intervening with children, we must first intervene with their parents," explained Nida.
From the results of these observations, Nida and her friends finally took the initiative to create semi-concrete and interactive education. They also made an educational board called the Poppy Board. This name is taken from the Poppy flower. It is shaped like a vagina and if not cared for properly will emit an unpleasant odor.
This Poppy board contains basic knowledge about how children with disabilities can learn about their reproductive organs and their functions. Also, how to care for their reproductive organs to keep them healthy. "So it's not only knowledge but also skills," he added.
In the process of conveying knowledge, Nida and her friends also use language that is simple and easy to understand. They take an emotional approach by conveying the material in a fun way using pictures and stickers. This makes it easier for children with disabilities to understand the impacts that will occur if they do not take good care of their reproductive organs.
“We teach that after urinating and defecating, the vagina must be wiped first. Underwear should be changed twice a day. So they understand, oh if I don't do this the impact will be like this."
The results of hypothesis testing, education through the Poppy Board, increased almost seventy percent of children with disabilities' knowledge regarding HKRS. This shows that the Poppy Board method used by Nida and friends is very effective and influential.
What Nida and her friends have done is proof that HKRS issues can be accessed well, especially for children with disabilities. The most important thing is how the method used is right on target and in accordance with needs.
Nida and her friends hope that in the future equality of access to HKRS issues will increase. And the community's perspective is more open to providing HKRS education to children with disabilities. Society must start to have the view that someone with a disability also experiences the same sexual development as other humans.
“Try to be open and understand first. So don't immediately resist. Because it is important how to realize equality of access. "Finally, start to create a gender-just life," he concluded.
From Nida et al's story, we can learn a lot that HKRS for children with disabilities is an important and complex issue. Children with disabilities have the same rights as other children. Including the right to obtain adequate reproductive health information and services. However, often, the reality on the ground shows that this right has not been fully fulfilled.
Children with disabilities often face unique challenges when it comes to their reproductive health and sexuality. Children with disabilities may experience inequalities in access to reproductive health information appropriate to their needs and level of understanding. In addition, social stigma against disabilities can create an unsupportive environment. It can even be a barrier for children with disabilities to access reproductive health services.
Addressing HKRS issues for children with disabilities requires a holistic approach involving the government, health institutions, families and society at large. By creating an inclusive environment, we can help them reach their full potential and live independently and with dignity.
