Accessible summary People with intellectual disability need to be able to talk about the things that are important to them in their lives. This includes talking about their sexuality and the type of relationships they would like to have. A self‐advocacy group did research about this subject with our support. Together we found that sexuality is an important topic for many people with intellectual disability. There are those who would like to have more opportunities to have sexual relationships. Summary This paper presented research undertaken in collaboration with a self‐advocacy group using inclusive research methods and puts forward the views of people with intellectual disability on the topics of sexuality and relationships. The paper presents the perceptions of sexuality of the people with intellectual disability and how these are influenced by social and cultural norms. Using Judith Bulter's concept of performativity, the analysis of the findings shows how some people with intellectual disability accept the sexual norms that are ascribed to them, while others resist them. The paper also shows how the inclusive research process itself enabled the people with intellectual disability who took part to articulate their acceptance or resistance of these norms.

Purpose-The purpose of this paper is to provide a commentary on the paper "Supporting people with learning disabilities to make and maintain intimate relationships". Design/methodology/approach-Comparison of the sexual rights of persons with disability, as outlined in the 2006 Convention on the Rights of Persons with Disability, with research on actual policy and practice. Findings-The sexual expression of persons with learning disability remains suppressed by those in positions of power, such as parents and service providers. Originality/value-While there remains a long way to go, the commentary points towards examples of empowering policies and good practice that may shift the discourse towards sexual rights and emancipation of persons with learning disability.

Background: Sex education for people with intellectual disability is in its infancy in countries where their sexual expression is still considered a taboo. This study aimed at exploring the experiences of professionals involved in providing sex education to people with intellectual disability across a number of services in a Maltese context.Method: Qualitative research was conducted using interviews to explore professionals' experiences of sex education provision.Results: Amid a persistent culture of sexual suppression, desexualisation, infantalization and control remain barriers to sex education delivery. Findings underline the need for services to have clear policies that aid professionals in delivering sex education, while mitigating conflicts encountered. Recommendations highlight sex positive environments and services, with a pro-active approach to sex education. Conclusion:In spite of internationally binding legislation and local policies, further changes need to be made on the ground to provide persons with intellectual disability with effective access to sex education.