What’s love got to do with it?: Experiences of Lesbian, Gay, and bisexual people with intellectual disabilities in the united kingdom and views of the staff who support them

Abbott, David; Burns, Jan

doi:10.1525/srsp.2007.4.1.27

Cited by 54 publications

(85 citation statements)

References 15 publications

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“…This is contrary to what has been reported in previous studies (Abbott & Burns, 2007; Abbott & Howarth, 2007; Evans et al, 2009; Gilmore & Chambers, 2010). …”

Section: Discussioncontrasting

confidence: 99%

Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff

Schaafsma

Kok

Stoffelen

et al. 2014

Journal of Intellectual & Developmental Disability

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BackgroundSex education programs have been developed with paid care staff as sex educators. However, no information is available about whether these programs are being delivered.MethodThe aim of this study was to investigate whether paid care staff working in an organisation specialised in the care of people with mild to moderate intellectual disability teach sex education or not. An online questionnaire was therefore constructed to assess the important factors associated with teaching sex education.ResultsOf the 163 staff members who completed the questionnaire, 39% provided sex education. Results show that it was mainly provided reactively. The main factor was the perceived social norm towards teaching sex education.ConclusionsIf we want paid care staff to teach sex education reactively, then we need to focus on changing the perceived social norm. However, if we want them to teach sex education proactively, a new needs assessment should be conducted in order to identify the important factors to motivate and enable them to provide sex education.

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“…This is contrary to what has been reported in previous studies (Abbott & Burns, 2007; Abbott & Howarth, 2007; Evans et al, 2009; Gilmore & Chambers, 2010). …”

Section: Discussioncontrasting

confidence: 99%

Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff

Schaafsma

Kok

Stoffelen

et al. 2014

Journal of Intellectual & Developmental Disability

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“…A score of zero was given if the article contained no information, a score of one indicated a moderate amount of information and a score of two demonstrated that the article fully addressed the relevant question. A total of 6 out the 14 studies received a score of 17 or more highlighting the overall quality of each study (Abbott & Burns 2007;Burn & Davies 2011;Löfgren-Mårtenson 2009;Löfgren-Mårtenson 2012;Parkes et al 2009;Stoffelen et al 2013). …”

Section: Quality Assessmentmentioning

confidence: 99%

The experiences and support needs of people with intellectual disabilities who identify as LGBT: A review of the literature

McCann

Lee

Brown

2016

Research in Developmental Disabilities

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BackgroundPeople who identify as lesbian, gay, bisexual and transgender (LGBT) can face many challenges in society including accessing education, care and support appropriate to individual needs. However, there is a growing and evolving evidence base about the specific needs of people with intellectual disabilities (ID) in this regard. AimsThe aim of this review was to explore the experiences of people with ID who identified as LGBT through an examination of studies that addressed their views and highlighted specific issues, concerns and service responses. Methods and proceduresA comprehensive search of relevant databases from February 1995 to February 2015 was conducted. Studies were identified that met specific criteria that included: empirical peer reviewed studies, the use of recognized research methods and focused on people with ID whom identified as LGBT. The search yielded 161 papers in total. Following the removal of duplicates, 37 papers were screened using rigorous inclusion and exclusion criteria.Finally, 14 papers were considered suitable for the review. Outcomes and resultsThe data were analysed and key themes identified that included accessing health services, gender and sexual identity, attitudes of people with ID regarding their LGBT status, and education, supports and therapeutic interventions. 2 Conclusions and ImplicationsThere is a need for service providers and carers to be more responsive to the concerns of people with ID who identify as LGBT to improve their health and well-being by reducing stigma and discrimination and by increasing awareness of their care and support needs. The implications are discussed in terms of policy, education, research and practice developments. Keywords:Intellectual disability, review, lesbian, gay, bisexual, transgender, service developments What this paper adds?There is a growing and evolving empirical evidence base regarding the experiences of people who identify as LGBT and have an ID. This paper raises many important issues that have been gleaned from research studies that sought to gain different viewpoints and establish the needs of LGBT people with an ID. The discussion highlights issues relevant to future research, practice, educational and policy initiatives and provides useful recommendations around socially inclusive practice.

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“…To begin, having access to appropriate and useful sex education and knowledge is essential for understanding and exploring one's sexuality (Abbott & Burns, 2007;Abbott & Howarth, 2007;Burns & Davies, 2011;Cambridge, 1996;Edmonds & Collins, 1999;Kattari, 2015;Stoffelen et al, 2013). Queer people with disabilities, however, often receive inadequate sex education (which tends to be heteronormative) or are excluded from sex education classes altogether (Blanchett, 2002;Blyth & Carson, 2007;Cambridge & Mellan, 2000;Carson & Docherty, 2002;Löfgren-Mårtenson, 2009;McCann et al, 2016).…”

Section: Challenges To Interpersonal Relationships and Sexual Explomentioning

confidence: 99%

“…The attitudes and perspectives of people living with and supporting queer people with disabilities can also become a barrier in the lives of queer disabled people (Abbott, 2013;Carson & Docherty, 2002;Evans, McGuire, Healy, & Carley, 2009;Gilmore & Chambers, 2010;Saxe & Flanagan, 2014). This includes, for example, support workers (e.g., Abbott & Howarth, 2007;Swango-Wilson, 2008;Yool, Langdon, & Garner, 2003) and parents (e.g., Abbott & Burns, 2007;Dinwoodie et al, 2016;Löfgren-Mårtenson, 2009).…”

Section: Challenges To Interpersonal Relationships and Sexual Explomentioning

confidence: 99%

Cripping sexualities: An analytic review of theoretical and empirical writing on the intersection of disabilities and sexualities

Martino

2017

Sociology Compass

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This paper provides a review of some of the literature addressing the juncture of disabilities and sexualities and invites sociologists to build on this work and take part in this important intersectional field. First, I discuss the central relevance of an intersectional lens for making sense of the unique experiences of queer people with disabilities who are located at the crossroads of various stratified systems. Then, I discuss some of the many unique challenges that queer disabled people face when exploring their sexuality, establishing relationships, and remaining sexual. The invisibility, marginalization, and discrimination of queer people with disabilities in both queer and disability communities are the focus on the third section. The fourth section speaks to current theoretical dialogues between disability studies and queer theory that have illuminated new pathways for theorizing the intersection of disabilities and sexualities, “cripping” sociological theories, and reimagining disability within sociology. As I demonstrate, this literature is growing; however, myriad exciting opportunities for empirical and theoretical sociological exploration remain and I will conclude with a discussion of possible directions for future research.

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What’s love got to do with it?: Experiences of Lesbian, Gay, and bisexual people with intellectual disabilities in the united kingdom and views of the staff who support them

Cited by 54 publications

References 15 publications

Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff

Identifying the important factors associated with teaching sex education to people with intellectual disability: A cross-sectional survey among paid care staff

The experiences and support needs of people with intellectual disabilities who identify as LGBT: A review of the literature

Cripping sexualities: An analytic review of theoretical and empirical writing on the intersection of disabilities and sexualities

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