Importance of sex education for a successful transition to life after school: Experiences of high school girls with intellectual disability

Abstract

Accessible summary Quality sex education is important for all students. It also helps with a successful transition to life after school. We talked to 11 Australian high school girls with intellectual disability. We wanted to know what they think about their sex education at school. The girls told us that they were often not included in Individual Learning Plan meetings. They were also not consulted about what they would like to learn in sex education. Sex education classes were largely inaccessible for them. Accessible sex education classes are important to prepare students for life after school. Abstract BackgroundStudents with intellectual disability often do not receive holistic sex education, which is critical for their successful transition to post‐school life, including having an ability to make healthy choices about their sexuality and relationships. The aim of this inclusive research study was to explore the perceptions and experiences of sex education with Australian high school girls with intellectual disability, as they prepare for a transition to post‐school life. MethodThere were 11 high school girls aged 13–20 years who participated in this study. Interviews were conducted and analysed using inductive content analysis. FindingsThe findings indicate that critical topics such as gender and sexual identity, and masturbation are not sufficiently covered in sex education in New South Wales, Australia. The participating girls also highlighted ways in which teachers could make sex education lessons more accessible. Individual Learning Plan meetings, an important platform for transition planning, were attended by less than a third of the girls in this study. ConclusionsComprehensive and accessible programmes on sex education for high school girls with intellectual disability are needed to promote successful transition to an autonomous life for these students.

Penerapan Pembelajaran Adaptif Mengenai Konten Pendidikan Seksual: Studi Fenomenologi

“…Pendidikan seks dapat dikatakan sebagai upaya pemberian informasi, pengajaran, dan penyadaran mengenai hal-hal yang berhubungan dengan seksual seperti biologis, psikologis, dan psikososial sebagai akibat dari pertumbuhan dan perkembangan manusia (Mukti, 2018;Ratnasari & Alias, 2016). Pendidikan seks menjadi suatu hal yang sangat fundamental bagi semua kalangan usia karena merupakan komponen inti dari pendidikan yang komprehensif dan berkualitas tinggi, serta memungkinkan remaja untuk dapat mengembangkan pengetahuan, sikap, dan nilai positif untuk membuat pilihan yang sehat tentang seksualitas atau hubungan mereka (Strnadová et al, 2021). Selain itu, tujuan pendidikan seks bersifat berkelanjutan, dalam artian bahwa pendidikan seks menghantarkan manusia terhadap transisi kehidupan pasca sekolah mencakup pekerjaan, kehidupan mandiri dan kualitas hidup yang baik.…”

“…Namun, dalam menyampaikan pendidikan seksual terhadap siswa sekolah dasar, terdapat beberapa hal yang harus diperhatikan. Jika dilihat dari keadaan psikologis dan intelektualnya, anak siswa sekolah dasar telah memasuki tahap operasional konkrit yang sudah cukup matang untuk menggunakan pemikiran logika atau operasi, tetapi hanya untuk objek fisik yang ada saat ini sehingga penyampaian pendidikan seksual harus secara perlahan dan sederhana (Juwantara, 2019) UNESCO dalam Pedoman Internasional Pendidikan Seksualitas pun sudah menegaskan bahwa semua anak muda berhak atas pendidikan seks yang berkualitas (Strnadová et al, 2021). Istilah "semua" yang dimaksud tersebut berarti semua siswa termasuk siswa dengan disabilitas (Bahri, 2022).…”

“…Penyampaian pendidikan seksual tak kalah pentingnya dengan pendidikan lain yang fokus tradisionalnya ialah pada orientasi kerja di masa depan (Strnadová et al, 2021). Maraknya kasus kekerasan dan pelecehan seksual yang terjadi dewasa ini menjadi bukti bahwa memberikan pemahaman terkait pendidikan seksual merupakan langkah yang lebih tepat daripada menutupi anak dari hal tersebut.…”

Working together with people with intellectual disability to make a difference: a protocol for a mixed-method co-production study to address inequities in cervical screening participation

“…Compared with the general population, people with intellectual disability experience additional barriers to cervical screening due to stigma and discrimination, community misassumptions and non-inclusive healthcare practices ( 8–11 ). Lack of knowledge and awareness about screening and its importance in preventing cervical cancer among people with intellectual disability can result from a lack of accessible health promotion information ( 10 , 12 , 13 ) and the withholding of comprehensive sex education in schools, due to misplaced family and community-based fears that it may promote sexual activity or increase vulnerability to sexual abuse ( 14 ). Fears and anxiety about screening processes among people with intellectual disability can be compounded by poor clinical interactions with healthcare providers, who may lack skills and confidence to communicate effectively and to provide culturally safe screening services ( 15–18 ).…”