“What, Why, and How” Model of Parent-Mediated Sexuality Education for Children With Intellectual Disability: An Illustrated Account

Sravanti, Lakshmi; Pradeep, V Arul Jayendra

doi:10.1177/26318318211017685

Cited by 4 publications

(13 citation statements)

References 13 publications

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“…They also stated that SE should be age-appropriate and tailored to the individual’s mental development, and education should be at a level that is understandable by children, similar to previous studies [ 38 , 45 , 46 ]. To meet parents’ perceived requirements and unmet needs of children with ID, Sravanti and Jayendra offered a model that described the “What, Why, and How” of five constructs to ease in providing SE: understanding human body, hygiene and self-care, social skills, privacy, safety, and handling feelings [ 46 ].…”

Section: Discussionmentioning

confidence: 61%

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

Kamaludin

Muhamad

Yudin

et al. 2022

IJERPH

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Sex education (SE) is still a controversial and sensitive topic in Malaysia. Thus, individuals with intellectual disability receive less information about SE formally as Malaysian culture believes that students with disabilities should be shielded from everything connected to sexuality owing to their paucity of maturity and intellectual comprehension of the topic. Due to that reason, non-formal education by the parent is very important to fill that needful gap. This study aimed to explore the experience of mothers on the meanings of sexuality, and implementing sex education for their children with ID. We adopted a phenomenological framework and social cognitive theory to increase understanding of the phenomenon and conducted it using in-depth interviews. Twenty mothers with children aged 10–19 who were diagnosed with mild to moderate ID and/or other cognitive disabilities were involved. Almost all mothers acknowledged the influence of socio-cultural factors and religion on meanings of sexuality and practicing SE. They realized their children’s emerging sexual behavior as they go through the adolescence period. However, how they confronted sexuality and sex education with their vulnerable children was different. Three themes emerged: (1) Sexuality as an erotic experience in life, which enlightens mothers’ views on sexuality, relying mainly on sexual intimacy and sexual being; (2) Perceived their children’s sexual maturity is different, which reflects the mothers’ attitude toward their children’s sexual development; (3) Caution/hesitance in providing sexuality education, which summarizes mothers’ ways of delivering SE, either following physicality or through sociocultural ways. Our findings exemplify the need for strategies to increase parents’ understanding and awareness regarding sexuality and appropriate delivery of SE. To ensure its success, it should be a shared responsibility among all relevant stakeholders.

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Section: Discussionmentioning

confidence: 61%

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

Kamaludin

Muhamad

Yudin

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Although research searches set inclusion criteria on studies published since 2010, selected studies were published between 2013 and 2021, with one study published in 2013 (Chappell et al, 2018;Frawley & O'Shea, 2020;Löfgren-Mårtenson & Ouis, 2019;Nelson et al, 2020;Povilaitienė & Radzevičienė, 2013), in 2021 there will be three research (Hartwig & McMullen, 2021;Matin et al, 2021;Sravanti & Arul, 2021). The research article used is from Sweden (Löfgren-Mårtenson & Ouis, 2019;Nelson et al, 2020), North Africa (Chappell et al, 2018), Northern Europe (Povilaitienė & Radzevičienė, 2013), Iran (Matin et al, 2021) and India (Hartwig & McMullen, 2021;Sravanti & Arul, 2021).…”

Section: B Characteristics Of Researchmentioning

confidence: 99%

“…The data obtained in each research is the teacher (Chappell et al, 2018;Hartwig & McMullen, 2021;Löfgren-Mårtenson & Ouis, 2019;Nelson et al, 2020;Povilaitienė & Radzevičienė, 2013), principal and deputy principal (Chappell et al, 2018), parents (Povilaitienė & Radzevičienė, 2013;Sravanti & Arul, 2021), and secondary data (Matin et al, 2021). A complete overview of the characteristics of the study is presented in Table 1.…”

Section: B Characteristics Of Researchmentioning

confidence: 99%

“…Ethnic differences will cause differences in culture, norms, and values that they embrace, for example, students who are of Islamic background but are in other countries/religious environments (Löfgren-Mårtenson & Ouis, 2019). Students who have reached a certain biological age will experience changes in their physical, so that the delivery of education is adjusted to their conditions and needs (Sravanti & Arul, 2021). Some students have rich knowledge and experience.…”

Section: Meet the Student Charactermentioning

confidence: 99%

“…Planning of reproductive and sexual health education program is done by studying the applicable curriculum (Löfgren-Mårtenson & Ouis, 2019), determining the norms and rules when learning is done (Nelson et al, 2020), determine the content to be included (Hartwig & McMullen, 2021;Sravanti & Arul, 2021), and determine who will be involved in providing education (Löfgren-Mårtenson & Ouis, 2019). In addition, the breadth and depth of content also needs to be considered because some students may not be time to be given the same broad content as other students (Sravanti & Arul, 2021).…”

Section: E Program Planningmentioning

confidence: 99%

See 2 more Smart Citations

Reproductive and Sexual Health Education in Students with Intellectual Disabilities: A Systematic Review

Jalanidhi

Azizah

2022

J. Ilmu Pendidik.

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This research feeds a systematic review research that aims to find learning methods used by teachers in learning Reproductive Health Education and Sexual in students with intellectual disabilities. Eight articles published between 2013 and 2021 were used in the study. The results of the study describe in learning Reproductive and Sexual Health Education can use training methods and role-playing with learning materials are awareness and prevention of sexual crimes, hygiene, and self-care, escape and recovery from sexual crimes experienced. The conclusion that can be drawn based on this study is the methods used in learning Reproductive and Sexual Health Education are training and role-playing, but teachers must learn the curriculum, norms, and rules, as well as plan the learning programs to be carried out.

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The effectiveness of sexual health and development education given to children with intellectual disabilities: A randomized controlled study

Kurt,

Kürtüncü

2024

Journal of Pediatric Nursing

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“What, Why, and How” Model of Parent-Mediated Sexuality Education for Children With Intellectual Disability: An Illustrated Account

Cited by 4 publications

References 13 publications

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

“Providing Sex Education Is Challenging”: Malay Mothers’ Experience in Implementing Sex Education to Their Children with Intellectual Disabilities

Reproductive and Sexual Health Education in Students with Intellectual Disabilities: A Systematic Review

The effectiveness of sexual health and development education given to children with intellectual disabilities: A randomized controlled study

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