‘No sex please!’ We have been labelled intellectually disabled

Ferrante, Charmaine Agius; Oak, Eileen

doi:10.1080/14681811.2020.1719479

Cited by 10 publications

(12 citation statements)

References 37 publications

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“…Young people commonly experience conflicting or negative messages about sexuality that may be exacerbated by embarrassment and silence from adults, including parents and teachers (UNESCO et al, 2018), as is the case in Fiji where SRH remains a sensitive and controversial topic (Naz, 2014;O'Connor et al, 2019;Ram et al, 2020). Interview participants suggested that the project was able to overcome some of these socio-cultural barriers to facilitate more open discussion, which is an important step in addressing the invisibility of people with disability and their social exclusion from sex and sexuality (Ferrante and Oak, 2020).…”

Section: Discussionmentioning

confidence: 99%

Sexuality education for primary school students with disability in Fiji

Botfield

Ratu

Turagabeci

et al. 2021

Health Education Journal

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Background: People with disability have the same sexual and reproductive health needs and rights as people without disability, yet experience considerable barriers in accessing information and services. The Reproductive and Family Health Association of Fiji, Family Planning Australia, and disability stakeholders implemented a comprehensive sexuality education (CSE) disability inclusion project to increase access for students with disability to age-appropriate sexuality education. Method: A train the trainer model was utilised, whereby staff and disability stakeholders undertook competency-based training on delivering sexuality education to teachers and people with disability, then trained and supported teachers working in special disability schools to provide sexuality education to students. An evaluation explored the acceptability and effectiveness of the project, utilising baseline and endline surveys and interviews. Findings: From 2016 to 2018, the CSE disability project reached teachers and students in nine special disability schools in Fiji. At project completion, teachers reported increased confidence overall in teaching about sexuality and relationships, and students demonstrated increased knowledge regarding puberty and body changes. Interview findings suggested the project contributed to overcoming silence and stigma for people with disability and promoting safety for young people. Conclusion: Age- and developmentally appropriate sexuality education for people with disability is essential for equipping them with necessary knowledge and skills. The CSE disability project utilised a collaborative, capacity building approach to co-design and implement sexuality education in special disability schools in Fiji. With commitment from stakeholders, this could be sustained and expanded to support students with disability in achieving optimal sexual and reproductive health.

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Section: Discussionmentioning

confidence: 99%

Sexuality education for primary school students with disability in Fiji

Botfield

Ratu

Turagabeci

et al. 2021

Health Education Journal

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“…Comprehensive SE has been found to delay initiation of sexual intercourse, increase contraceptive use, increase screening and testing for STIs and decrease unplanned pregnancies and STIs (Kirby & National Campaign to Prevent Teen and Unplanned Pregnancy (U.S.), 2007). Much of SE is heteronormative and ableist (Abbott et al, 2015;Campbell et al, 2020;Ferrante & Oak, 2020). These biases are problematic as self-esteem can be negatively impacted in individuals (i.e., lesbian, gay, bisexual, transgender, queer, intersex, asexual or other sexual or gender minority (LGBTQIAþ) AYA or AYA with disabilities) who do not see themselves in educational materials (Campbell et al, 2020;Ferrante & Oak, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Much of SE is heteronormative and ableist (Abbott et al, 2015;Campbell et al, 2020;Ferrante & Oak, 2020). These biases are problematic as self-esteem can be negatively impacted in individuals (i.e., lesbian, gay, bisexual, transgender, queer, intersex, asexual or other sexual or gender minority (LGBTQIAþ) AYA or AYA with disabilities) who do not see themselves in educational materials (Campbell et al, 2020;Ferrante & Oak, 2020). Further, it can create barriers to generalizing or applying the information if it has not been inclusive to you and your identities (Ferrante & Oak, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…These biases are problematic as self-esteem can be negatively impacted in individuals (i.e., lesbian, gay, bisexual, transgender, queer, intersex, asexual or other sexual or gender minority (LGBTQIAþ) AYA or AYA with disabilities) who do not see themselves in educational materials (Campbell et al, 2020;Ferrante & Oak, 2020). Further, it can create barriers to generalizing or applying the information if it has not been inclusive to you and your identities (Ferrante & Oak, 2020). Inclusive SE for LGBTQIAþ youth has been found to reduce bullying, harassment, and victimization, and increase acceptance among other youth and school attendance for LGBTQIA þ youth (Kosciw et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Inclusive SE for LGBTQIAþ youth has been found to reduce bullying, harassment, and victimization, and increase acceptance among other youth and school attendance for LGBTQIA þ youth (Kosciw et al, 2018). An inclusive SE for AYA with disabilities, whose sexuality is often discussed only in terms of sexual abuse or assault risk, would likely also have similar positive impacts to LGBTQIA þ youth (Bernert & Ogletree, 2013;Ferrante & Oak, 2020;Frawley & Wilson, 2016). Additionally, a positive approach to SE includes promotion of full and meaningful relationships, sexual and gender identity, and pleasurable sexual lives, in addition to addressing safety (Ferrante & Oak, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Recommendations to Improve Accessibility of Sexuality Education for Individuals with Intellectual or Developmental Disabilities: A Qualitative Study

Schmidt

Robek

Dougherty

et al. 2020

American Journal of Sexuality Education

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Introduction: According to the World Health Organization, sexuality education (SE) is considered a human right and aims to increase understanding, decrease abuse, unplanned pregnancies, and sexually transmitted infections. Yet, individuals with intellectual or developmental disabilities are less likely to receive or SE is primarily focused on safety and abuse prevention, despite best practice being comprehensive, inclusive, and positive approaches to SE. Methods: We performed a sub-analysis from a larger study to identify recommendations to improve accessibility of SE using interviews and focus groups with individuals with intellectual or developmental disabilities, parents, healthcare providers, and educators. Results: All participants recommended using educational guides, direct, explicit instruction, videos, visuals, and universal design for learning (UDL). Participants also recommended a variety of settings, including one-on-one, group, a combination, or technology. Conclusions: Educational guides, visuals, videos, UDL, and direct, explicit instruction should be utilized when providing SE to individuals with intellectual or developmental disabilities. Settings and modalities should be determined dependent on the individuals' preferences, abilities, and fit. Further, worksheets and handouts may be useful in educational and healthcare settings, while role playing and modeling may be useful in educational, community-based and/or home settings, and parents require additional education and training to support their children.

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Don't go it alone: Locating the sexual health curricula available to families of students with intellectual disability

Snider,

Contino,

Simoni

et al. 2023

Psychology in the Schools

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Students with intellectual disabilities (ID) have reduced access to sexuality education at school, tasking families with filling the gap. This limited access contributes to persistent health inequities, psychosocial risk, and reduced self‐determination for individuals with ID. To understand the resources that families may encounter when filling this service gap, a naturalistic scoping review and content analysis of ID‐specific sexual health curricula (SHC) was conducted. This analysis found a limited number of SHC available to family members who may seek them out online, and even fewer SHC designed for the specific needs of family‐led delivery. While curricula identified in this study generally include the minimum recommended content areas for comprehensive sexuality education, they less frequently provide actionable guidelines for caregivers tasked with adapting teaching practices and outcomes assessment to the diverse profiles of students with ID. By understanding the SHC available to families of students with ID, school psychologists can improve their partnerships with families, disseminate needed resources, implement collaborative intervention practices, and advocate for inclusive sexuality education practices.

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‘No sex please!’ We have been labelled intellectually disabled

Cited by 10 publications

References 37 publications

Sexuality education for primary school students with disability in Fiji

Sexuality education for primary school students with disability in Fiji

Recommendations to Improve Accessibility of Sexuality Education for Individuals with Intellectual or Developmental Disabilities: A Qualitative Study

Don't go it alone: Locating the sexual health curricula available to families of students with intellectual disability

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