The Design, Content and Delivery of Relationship and Sexuality Education Programmes for People with Intellectual Disabilities: A Systematic Review of the International Evidence

Brown, Michael; McCann, Edward; Truesdale, Maria; Linden, Mark; Marsh, Lynne

doi:10.3390/ijerph17207568

Cited by 28 publications

(30 citation statements)

References 59 publications

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“…Parental cooperation may facilitate the delivery of SE to children with IDs from home to school. Previous research has shown that implementing SE to students with disabilities is difficult to accomplish without active or passive parental participation [37,38]. According to Chai Tin and Lay Wah (2019), this scenario is different in Malaysia, where teachers stick to the ministry of education guidelines based on the current curriculum without engaging parents [32].…”

Section: Discussionmentioning

confidence: 99%

Barriers and Concerns in Providing Sex Education among Children with Intellectual Disabilities: Experiences from Malay Mothers

Kamaludin

Muhamad

Yudin

et al. 2022

IJERPH

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Though sex education (SE) may benefit the sexual development and overall well-being of children with intellectual disabilities (IDs), obstacles to its implementation remain. This study highlights barriers and concerns of SE for children with IDs based on their mothers’ experiences. We employed a phenomenological approach and in-depth interviews with twenty Malay mothers of children with mild-to-moderate IDs or/and other neurodevelopmental disorders. Four primary hurdles to SE were discovered: (1) mother (2) children (3) family value, and (4) socio-cultural environment. Inadequate knowledge, mothers’ perceptions that SE is less necessary at this stage of their children’s development, and time constraints were among their main barriers. Another source of hardship was the communication barrier because children with ID have cognitive impairment in their capacity to understand the topic being addressed and more time should be spent throughout the discussion. Family value and socio-cultural elements also had an impact on mothers’ intention to deliver SE to their children. Our findings suggest that mothers recognize the importance of SE for their children’s well-being. However, the dynamic interaction between the barriers complicates SE. This study emphasizes the necessity for future interventions to overcome hurdles at each level to effectively implement the recommended strategies.

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Section: Discussionmentioning

confidence: 99%

Barriers and Concerns in Providing Sex Education among Children with Intellectual Disabilities: Experiences from Malay Mothers

Kamaludin

Muhamad

Yudin

et al. 2022

IJERPH

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“…Future research is thus needed to further elaborate on the attitudes of these groups. In light of the crucial role played by support staff and relatives in the provision of sex education and support [69], the authors have selected three implications that will be elaborated on below.…”

Section: Discussionmentioning

confidence: 99%

“…Lastly, due to the inclusion and exclusion criteria, results on sex education and support only pertained to adults with intellectual disabilities. This limitation is relevant in light of the conclusions from Brown et al [69], according to which the majority of education developed for people with intellectual disabilities is targeted toward children and youths.…”

Section: Discussionmentioning

confidence: 99%

Sexuality, Education and Support for People with Intellectual Disabilities: A Systematic Review of the Attitudes of Support Staff and Relatives

2022

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Support staff and relatives are uncertain about multiple aspects of the sexuality of people with intellectual disabilities. Given that their attitudes embody positive and negative views, they can respectively support and restrict free sexual expression among people with intellectual disabilities and their potential for (intimate) relationships. A qualitative systematic literature review was conducted on the attitudes of support staff and relatives toward the sexuality of people with intellectual disabilities. A systematic search strategy was deployed across seven databases. The identified articles were screened on predetermined inclusion and exclusion criteria, and assessed on quality, which resulted in 31 included studies. A metasynthesis of these studies resulted in two major themes emerging, namely (a) attitudes toward the sexuality of people with intellectual disabilities, and (b) attitudes toward the sex education and support. Themes represented both positive and restrictive attitudes among support staff and relatives. The findings suggest that despite a general acceptance of the sexual rights of people with intellectual disabilities, certain forms of sexuality were approached more cautiously. Moreover, the sexual needs of some subgroups of people with intellectual disabilities received scarce attention. Those support staff and relatives holding rather restrictive attitudes appear to emphasize sexual risks. Finally, support staff and relatives stressed the importance of providing sex education and support for people with intellectual disabilities, while, simultaneously, expressing insecurity over the subject. The findings can help to improve the support provided to support staff and relatives to promote sexual health among people with intellectual disabilities.

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“…2019; Brown et al . 2020). These reviews have suggested that existing RSE programmes lack specific outcome goals and that outcomes measured are heterogeneous (e.g.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of relationships and sex education outcomes for students with intellectual disability reported in the international literature

Paulauskaite

Rivas

Paris

et al. 2022

J intellect Disabil Res

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Background Little is known about how to evaluate relationships and sex education (RSE) delivered to students with intellectual disability and what stakeholders perceive are important outcomes. The present study aimed to systematically review existing studies on outcomes of RSE, as the first step in the development of a core outcome set (COS) for students with intellectual disability. Method A systematic literature process included two stages: (1) searching for studies reporting on RSE outcomes for students with intellectual disability and (2) studies reporting on measurement properties (e.g. validity, reliability and responsiveness) of standardised instruments identified in stage 1. Results A total of 135 RSE outcomes were extracted from 42 studies: 43 outcomes for students in secondary education and 92 outcomes for students in further education. No RSE outcomes were reported for primary education. Outcomes referred to the human body, hygiene, relationships, sexuality, sex and its consequences, inappropriate and appropriate social and sexual behaviour, keeping safe, emotional vocabulary and positive self-esteem. Outcomes were predominantly knowledge-based, rather than relating to skills and attitudes development. Students with intellectual disability, parents and teachers perceive different RSE outcomes meaningful. Five instruments were used to measure the outcomes, but none have established psychometric properties with this population. Conclusions The comprehensive list of RSE outcomes for students with intellectual disability will be used to inform the next steps of a Core Outcome Set needed for RSE evaluations in research and education settings. There is an urgent need to develop standardised instruments validated for students with intellectual disability.

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The Design, Content and Delivery of Relationship and Sexuality Education Programmes for People with Intellectual Disabilities: A Systematic Review of the International Evidence

Cited by 28 publications

References 59 publications

Barriers and Concerns in Providing Sex Education among Children with Intellectual Disabilities: Experiences from Malay Mothers

Barriers and Concerns in Providing Sex Education among Children with Intellectual Disabilities: Experiences from Malay Mothers

Sexuality, Education and Support for People with Intellectual Disabilities: A Systematic Review of the Attitudes of Support Staff and Relatives

A systematic review of relationships and sex education outcomes for students with intellectual disability reported in the international literature

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