Cripping the controversies: Ontario rights-based debates in sexuality education

Sexuality Education for Children and Youth With Autism Spectrum Disorder in Canada

“…354–355). With sexuality education still under debate in Canada (Bialystok et al, 2020), it is important to consider the specific needs of individuals with disabilities and their continued social exclusion from these debates (Davies & Kenneally, 2020). Despite evolving research changing previously believed notions (Cheak-Zamora et al, 2019), it is still widely accepted that individuals with ASD are inherently not sexual.…”

“…Although the effectiveness of comprehensive school-based sexuality education is widely recognized (Action Canada for Sexual Health and Rights, 2020), there is no unified approach in Canada, with provinces and territories responsible independently for the formulation of their own formal curricula. Furthermore, although 85% of Canadian parents support teaching sexuality education in schools (Wood et al, 2021), attempts to update the curriculum often receive public pushback (e.g., Bialystok, 2019), with tensions between parents’ desires to control the content and children’s right to access information about sexual health and development (Bialystok, 2018; Davies & Kenneally, 2020).…”

“…As the experience of ASD is diverse and the range of expressions varies widely between individuals, an individualized approach tailored to the specific needs of children and youth is warranted that also considers the various sociocultural barriers that affect individuals with ASD. Although access to sexuality education for those with disabilities is a human rights issue (Davies & Kenneally, 2020) enshrined in the United Nations Convention on the Rights of Persons with Disabilities (UN General Assembly, 2007), sexuality education for individuals with ASD is often neglected in school settings. Individuals with ASD have been found not to receive any formal sexuality education in school settings due to being in special education placements (Barnett & Maticka-Tyndale, 2015).…”

“…Yet, in Canada, sexuality education remains highly contested and unstandardized, with provinces and territories each featuring unique curricula designed by their ministries of education. In addition, curricula focus on neurotypical children and children without disabilities, leaving little to no explicit instruction for educators on how to address sexuality education for children and youth with disabilities or in special education programming (Davies & Kenneally, 2020), particularly children and youth with autism spectrum disorder (ASD) in dedicated school settings. As the experience of ASD is diverse and the range of expressions varies widely between individuals, an individualized approach tailored to the specific needs of children and youth is warranted that also considers the various sociocultural barriers that affect individuals with ASD.…”

“…Individuals with ASD have been found not to receive any formal sexuality education in school settings due to being in special education placements (Barnett & Maticka-Tyndale, 2015). Deconstructing the stigmatization of children and youth with disabilities related to sexuality education is important for creating more supportive and inclusive environments for addressing sexuality for all children (Davies & Kenneally, 2020; Gougeon, 2009). As such, this column provides the current context of sexuality education for children and youth with ASD in Canadian school settings and guidance toward more inclusive approaches.…”