Sex Education Programs Focused on “Protection” and “Prevention” with Little Attention Given to Supporting People to Develop Healthy, Positive Sexual Relationships

Perspectives of Women with Intellectual Disabilities Regarding Affective Sexual Relationships: a Systematic Literature Review

“…These negative perceptions often stem from the belief that sex is risky and is a desirable act only for men (Schaafsma et al, 2015). The inability to express one's sexuality positively increases personal vulnerability (Anderson, 2015;Hughes et al, 2012) and the risk of mental health problems (Conder et al, 2015).…”

“…Unfortunately, the experience of abuse was a shared experience among the women; most of these had happened in adulthood and within the couple (Anderson, 2015;Ballan & Freyer, 2012;Dixon & Robb, 2016;Morcillo & Pérez, 2018). Compared to the rest of the population, people with intellectual disabilities are more likely to be sexually abused and less likely to report it (Tomsa et al, 2021;Wilson, 2016).…”

“…However, recent research has shown that people with intellectual disabilities seldom receive an adequate, reliable sexual education (Adams, 2015;Wos et al, 2020;Namkung et al, 2021;Schmidt et al, 2020). Although some sex education programs aimed at people with intellectual disabilities have been developed (Anderson, 2015;Schaafsma et al, 2013), these have generally been linked to conflictive aspects of affective-sexual relationships such as abuse, or a more biological and medical point of view (Fish & Björnsdóttir, 2022;Wos et al, 2020). Consequently, the knowledge that people with intellectual disabilities have on this subject is quite superficial and limited to aspects such as safe sex, contraception, or sexually transmitted diseases (Schaafsma et al, 2013).…”

“It's not easy to change the mentality”: Challenges to sex education delivery for persons with intellectual disability

“…Moreover, while the World Health Organisation's definition of sexual health includes ‘the possibility of having pleasurable and safe sexual experiences’ (WHO, 2006, p. 5), this is often neglected in sex education for people with intellectual disability. Consequently, apart from receiving only limited information about sexuality when compared to their non‐disabled peers (Frawley & Wilson, 2016; Jahoda & Pownall, 2014; Löfgren‐Mårtenson, 2012), sex education is often marred by issues of morality and the content is often at the discretion of educators and parents (Anderson, 2015; Campbell et al, 2020). Ultimately, sex education is often aimed at controlling sexual behaviours and highlighting the possibility of sexual abuse (Aunos & Feldman, 2002; Wos et al, 2020).…”

Özel eğitime ihtiyacı olan öğrencilere yönelik cinsel eğitim programının geliştirilmesi

“…Bu nedenle hafif düzeyde zihinsel engelli bireylerden daha sağlıklı bilgiler toplanabilir. Bu sınırlılığı ortadan kaldırmak için hafif düzeydeki zihinsel engellilerin yanında hem öğretmenlerden hem de ebeveynlerden bilgi toplanabilir (Anderson, 2015;Dallos ve Draper, 2012;Finlay vd., 2015;Kök, 2010;Schaafsma vd., 2015;Wilkinson, Theodore ve Raczka, 2015). Özel eğitime ihtiyacı olan bireylerin cinsel problemleri ve cinsellikten beklentileri arasında; aşırı mastürbasyon, evlenme isteği, karşı cinse cinsel dokunma eğilimi, ergenlikteki fiziksel değişime uyum sorunu, cinsel dürtüleri kontrol edememe ve cinsel istismar sıralanabilir (Girgin-Büyükbayraktar, Konuk-Er ve Kesici, 2016a; Konuk-Er, Girgin-Büyükbayraktar ve .…”