Sexuality and Relationship Education Programmes for People with Intellectual Disability: Innovations and Challenges

Frawley, Patsie; David, Jennifer; O’Shea, Ann; Dew, Angela; Wellington, M.

doi:10.1080/15546128.2023.2233409

Cited by 1 publication

(2 citation statements)

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“…With the focus on integrating RSE programmes within the school curriculum as a core subject, there is a need to identify and meet the education and development needs of children and young people with intellectual disability, their parents and practitioners. Children and young people with intellectual disability require access to RSE programmes that are responsive and reflective of their needs, hopes and aspirations [ 39 ]. The education needs and concerns of parents and families also need to be identified and included [ 14 , 18 ].…”

Section: Discussionmentioning

confidence: 99%

“…RSE programme development, delivery and evaluation should be central to the education of practitioners. This is necessary and important as the findings from this study and the wider research literature highlight that practitioners often lack knowledge, skills and confidence around RSE [ 36 , 39 ]. Therefore, it is important to provide training at an undergraduate preparation level for teachers, social workers, nurses and others, integrating core content across the curriculum.…”

Section: Discussionmentioning

confidence: 99%

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The Experiences of Young People with Intellectual Disability, Parents and Professionals in Relationships and Sexuality Education Programmes: Findings from a Qualitative Study

Brown,

Linden,

Marsh

et al. 2024

Healthcare

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People with intellectual disability want friendships and meaningful relationships, and some want intimacy. However, the expression of sexuality is an area where potential freedoms are often limited and restricted compared to their peers. While some relationships and sexuality education programmes do exist for this population, most focus on knowledge acquisition regarding sexuality and sex but lack in their focus on relationships, informed choices and decision-making. The aim of this study was to identify good practices and methods of delivery in relationships and sexuality education for children and young people with intellectual disability. A qualitative design was undertaken. Information about our study was distributed to eight special schools in the UK. Semi-structured interviews and focus groups were employed for data collection. Data from 37 pupils with intellectual disability, 11 parents and 16 healthcare and other professionals were thematically analysed. Following data analysis, three themes emerged: (i) seeking and sharing information; (ii) protecting and keeping safe; and (iii) learning for the future. The findings highlight that pupils are keen to learn about life changes and societal influences and want reliable information. Parents and professionals recognise that children and young people with intellectual disability will develop into adults and may be vulnerable when they leave the security of the school setting. They recognise that children and young people need to know about socialising, puberty, consent and contraception. Evidence-based programmes should be designed with these stakeholders to ensure children and young people with intellectual disability receive developmentally appropriate information to make happy and safe decisions about their relationships.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%