“It's not easy to change the mentality”: Challenges to sex education delivery for persons with intellectual disability

Abstract

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.

The Experiences of Young People with Intellectual Disability, Parents and Professionals in Relationships and Sexuality Education Programmes: Findings from a Qualitative Study

“…With the move towards inclusive, needs-led education for children and young people with intellectual disability, the role of RSE has been identified as an area requiring attention and development [ 7 ]. Curriculum developments are necessary to ensure the distinct needs and learning styles of children and young people with intellectual disability are recognised and addressed [ 23 ].…”

“…Current research evidence indicates that young people with intellectual disability may not have proper access to suitable relationships and sexuality education programmes [ 16 ]. While some relationships and sexuality education (RSE) programmes do exist for this population, most focus on knowledge acquisition regarding sexuality and sex, lacking in their focus on relationships, informed choices and decision-making [ 23 ]. Furthermore, existing programmes have not typically included the voices of children and young people with intellectual disability, parents and professionals involved in their education, care and support; therefore, potential RSE programmes should involve them.…”

Using Concept Mapping to Explore the Perspectives of People with Mild to Borderline Intellectual Disabilities Toward Sexual Health

“…However, in other recent studies people with mild to borderline ID did consider support and education to be important for their sexual health [ 7 , 12 ]. One potential reason why support and education went unmentioned in the present study is that some people with mild to borderline ID have learned to avoid sexuality-based support in order to prevent restrictions and punishment from support staff or relatives following their sexual endeavors [ 27 , 66 ]. However, previous research suggests that people with mild to borderline ID are more receptive to support and education when they have positive experiences with support staff or relatives who match their sexual and educational needs [ 28 ].…”