Sex Education for Students with an Intellectual Disability: Teachers’ Experiences and Perspectives

Iva Strnadová, Julie Loblinzk and Joanne Danker
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Iva Strnadová: Disability Innovation Institute, University of New South Wales, Sydney, NSW 2052, Australia
Julie Loblinzk: School of Education, Faculty of Arts, Design and Architecture, University of New South Wales, Sydney, NSW 2052, Australia
Joanne Danker: School of Education, Faculty of Arts, Design and Architecture, University of New South Wales, Sydney, NSW 2052, Australia

Social Sciences, 2022, vol. 11, issue 7, 1-15

Abstract: Background: Sex education assists students in the development of a healthy sexual identity and relationships. However, students with an intellectual disability tend to receive less holistic sex education as compared to students without a disability. In this inclusive study, we explored the perspectives of 10 high school teachers through interviews and focus groups on how students with an intellectual disability are informed about sexual relationships and prepared for their future life living with as much autonomy as possible, including living with a partner and becoming parents. Method: The interviews and focus groups were analysed using the inductive content analysis. Results: Data analysis revealed three themes: (a) sex education; (b) self-determination and self-advocacy skills; and (c) teachers’ concerns. Conclusions: Several recommendations are discussed. These include incorporating sexuality education-related goals in an Individualised Learning Plan (ILP); teachers adopting a rights-based approach and focusing on students’ self-determination, agency, and rights regarding sex education; and providing schools with necessary resources to teach sex education.

Keywords: students with intellectual disability; sex education; sexuality and gender identity; sexual abuse (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
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