First Aid Training Program in Emergency Situations at Schools for Teachers of Intellectual Disabled Children

Abstract

Aim of this study was to evaluate the effect of first aid training program in emergency situations at schools for teachers of intellectual disabled children. Design: A quasi experimental design was used. Settings: this study was conducted at two schools of intellectual disabled children (Al-Waely & Al-Fardos). Sample: The study involved sixty teachers employed in the previously mentioned settings. Tools of data collection included three tools: I. Questionnaire to assess teacher's characteristics and knowledge related to first aid needed to intellectual disabled children in emergency situations at school. II. Observation checklist to assess the level of teacher's practical skills in emergency situations. III. Student referral emergency record. Results of the study revealed that; less than half of studied teachers were in the age group of 35-< 45 years and were females. There were statistically significant differences between pre/post implementation of the first aid training program related to knowledge and practices of studied teachers regarding first aid needed to intellectual disabled children in emergency situations at school. Whereas, three quarters of studied teachers had good knowledge post implementation of the program compared to one tenth of them pre implementation, additionally, most of studied teachers had satisfactory practices of first aid post implementation of the program compared to minority of them pre implementation. Conclusion: The training program led to significant improvement of knowledge and practices of the studied teachers related to first aid needed to intellectual disabled children in emergency situations at school. Recommendation: The study recommended that the first aid training program should be provided to all newly employed teachers in intellectual disabled children schools.