Adults with Visual Impairments Report on their Sex Education Experiences

Wild, Tiffany; Kelly, Stacy M.; Blackburn, Mollie V.; Ryan, Caitlin Quinn

doi:10.5241/4-42

Cited by 10 publications

(16 citation statements)

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“…Ethical clearance for the study was obtained in the United States from The Ohio State University, Columbus, Ohio Institutional Review Board (IRB). Data that included less than 10% of the participant sample have been suppressed in compliance with IRB reporting restrictions (Wild et al, 2014). In addition, we used Survey Monkey as a secure site and location for data collection.…”

Section: Methodsmentioning

confidence: 99%

“… IRB: Institutional Review Board. Demographic data that included less than 10% of the participant sample have been suppressed in compliance with IRB reporting restrictions. Adapted with permission of Wild et al (2014). …”

Section: Methodsmentioning

confidence: 99%

“…Adults 18 years of age and over were asked to reflect on their educational experiences and comment on ideal sex education curriculum models. This study was part of a larger aforementioned study that examined sex education and experiences of adults with visual impairments who were asked on the survey instrument to provide retrospective insights on their formative years (Wild et al, 2014). Using data that were gathered during the larger study, the researchers asked the following:…”

Section: Purposementioning

confidence: 99%

“…In the area of visual impairments, numerous professionals have called for a well-written accessible sex education curriculum that specifically addresses the needs of people with visual impairments (i.e., those who are blind or have low vision) (Dodge, 1979; Foulke & Uhde, 1974; Hicks, 1980; Kapperman & Kelly, 2013; Kelly & Kapperman, 2012; Kent, 2002; Krupa & Esmail, 2010; Schuster, 1986; Vaughan & Vaughan, 1987; Wild, Kelly, Blackburn, & Ryan, 2014). In addition, there are many studies that have described the variation in learning opportunities provided to students with visual impairments according to service delivery model (Kapperman, Sticken, & Heinze, 2002; Kelly, 2009; Livingston-White, Utter, & Woodard, 1985).…”

mentioning

confidence: 99%

“…Krupa and Esmail’s (2010) research of eight people with visual impairments demonstrated that students with visual impairments failed to receive information in sex education classes due to lack of appropriate information specifically for those with visual impairments that was manufactured in appropriate media forms. More recently, Wild et al’s (2014) research of 30 adults with visual impairments found that sex education curriculum was limited to biological and anatomical information and lacked accessible materials with explicit discussion. This study included additional secondary analyses of the data derived by this same study of adults with visual impairments who reported on their sex education experiences but with a closer look at the service delivery models in which they participated.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Looking back at the service delivery models of sex education in the United States: Adults with visual impairments report on their experiences

Kelly

Wild

Ryan

et al. 2015

British Journal of Visual Impairment

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This study investigated the sex education experiences of adults with visual impairments who attended either an itinerant or residential service delivery model during their school age years in the United States. We sought to answer the research questions through an online survey instrument that included quantifiable survey items. Findings demonstrate particular sex education content presented to participants in the school curriculum was more frequent for participants who attended residential schools. However, there were little or no meaningful methods or materials (e.g., role plays, explicit talk, tactile graphics, electronic materials, anatomically correct models) used by the participants in their sex education experiences regardless of their educational school setting. The information reported by participants in this study underscores the claim that more thorough and in-depth sex education is needed in all types of service delivery models that takes into account the needs of students with visual impairments.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Purposementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Looking back at the service delivery models of sex education in the United States: Adults with visual impairments report on their experiences

Kelly

Wild

Ryan

et al. 2015

British Journal of Visual Impairment

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Evaluation of a Web-Based Sexual Health Education Program for Individuals with Visual Impairments

Öz

Yangın

2021

Sex Disabil

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Anatomically correct models for visually impaired learners: Teachers’ perspectives

Ubisi,

Tsabedze

2024

Health Education Journal

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Background: Despite anatomically correct models (ACMs) being recommended internationally for their ability to serve as real-life, age-appropriate, and practical models in comprehensive sexuality education (CSE) for learners with visual impairment, there is still limited research exploring South African teachers’ views regarding their use. Objectives: The aim of this study was to explore how South African teachers of learners with visual impairment view the use of ACMs during their CSE lessons. Method: This study used a qualitative approach and an exploratory, multiple case study research design. A total of 36 teachers from five schools for the blind were convenience sampled and data were generated via focus group discussions. The theory of planned behaviour underpinned this study, while data were analysed thematically. Results: Most teachers reacted with fear and resistance towards the use of ACMs in their teaching. Their responses were based on embarrassment, shame, and discomfort in handling the models. Part of the reason for this was that most teachers had not received prior teacher education about the use of the models. Some teachers falsely believed that ACMs were pleasure-enhancing devices. Others recommended their use only for blind learners, while yet others stated that they would use ACMs because of their practical value. Conclusion: Findings suggest that future research is needed on how best to engage the teachers of learners with visual impairment in self-awareness and desensitisation teacher training. Recommendations for a critical teaching framework, revisions to the CSE curriculum, as well as guidelines for teacher education are provided to facilitate teachers’ use of learners with visual impairment ACMs in their CSE lessons.

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Adults with Visual Impairments Report on their Sex Education Experiences

Cited by 10 publications

References 0 publications

Looking back at the service delivery models of sex education in the United States: Adults with visual impairments report on their experiences

Looking back at the service delivery models of sex education in the United States: Adults with visual impairments report on their experiences

Evaluation of a Web-Based Sexual Health Education Program for Individuals with Visual Impairments

Anatomically correct models for visually impaired learners: Teachers’ perspectives

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