Rural families’ thoughts about sexual development of their adolescents with neurodevelopmental disorders

Abstract

The study aims to determine rural families’ experiences regarding sexual development of their adolescents with neurodevelopmental disorders. Thus, semi-structured interviews were conducted with 14 parents. Since the interviews included privacy issues, they were conducted one-to-one with the parents. The phenomenological method was used, depending on the research purpose. Inductive analysis was utilised in the analysis of the data obtained from the semi-structured interviews. Validity and reliability were included in all stages of data collection, breakdown and analysis. As a result, the families stated that their children exhibited inappropriate socio-sexual behaviours during adolescence; they strive to teach their children sexuality issues, although they do not know how and they generally prefer carrying their children along to prevent sexual abuse. Also, due to not knowing much about sexuality, they generally received their relatives’ support and requested comprehensive sexuality education (CSE) from special education teachers and other experts, especially about distinguishing good and bad people, menstruation and hiding sanitary pads. Although the literature reports that sexuality and its education are generally taboo, families in this study explained their thoughts on sexuality in full detail without tabooing. This makes the study different and meaningful, when compared to similar ones. The study was conducted in an eastern Turkey city with difficult access to special education. Thus, experts in rural areas are recommended to prepare and give necessary CSE programmes to families and individuals with special needs by conducting similar studies. These studies can be conducted not only with special education perspective but also in different disciplines. It is a basic human right for all individuals to receive CSE, thus as another recommendation, experts should give all children these courses in schools. 
 
 Keywords: Comprehensive sexuality education, individuals with neurodevelopmental disorders, parenting education, phenomenological design.

Öğretmen Adaylarının Gözünden Gelişim Yetersizliği Olan Gençlerin Romantik İlişki Süreçleri ve Eğitim Gereksinimleri

“…Katılımcıların %76'sı (%24,5+%51,5) gelişim yetersizliği olan gençlerin cinsel eğitiminde romantik ilişkilere yer verilmesi gerektiğini düşünmektedir. İlgili alanyazında da benzer şekilde gelişim yetersizliği olan bireylerin cinsel eğitim almasının gerekliliği ve bu eğitimlerde romantik ilişki ya da uygun biçimde flört etme becerilerinin öğretimine yönelik içeriğin yer alması önerilmiştir (Güven, 2021a;Hannah & Stagg, 2016;Sala ve diğerleri, 2020). Ayrıca özel eğitim uygulama okullarında katılımcıların yaşayacakları deneyimlerle hem öğretmen adaylarının hem de gelişim yetersizliği olan birey ve ailelerinin gereksinimlerinin izlenmesinin önemi ortaya konmuştur (Güven, 2021b;Seçgin, 2020).…”

“…Yaşam koşulları, bireysel özellikler, gençlerin iletişim ve sosyal becerilerindeki yeterlikleri arkadaşlık ve karşı cinsle olan romantik ilişkilerde etkili olan etmenlerdir (Koegel ve diğerleri, 2014). Bu açıdan bakıldığında sosyal ve bilişsel sınırlılıkları bulunan gelişim yetersizliği olan gençlerin sözü edilen becerilere ilişkin var olan durumlarının ne olduğunun bilinmesi, gelişim süreci içerisinde gençlere bu becerilerin öğretimine ilişkin neler yapılabileceği, öğretilen becerilerin de gençler tarafından doğru yer ve zamanda nasıl kullanılabileceğinin öğretilmesi gelişim yetersizliği olan bireylerin eğitiminde önemli rol oynamaktadır (Güven, 2021a;MacKenzie, 2018;Strunz ve diğerleri, 2017;Yıldız, 2020).…”

Nonmedical Barriers and Needs of Rural Children with Disabilities and Their Families in Asia: A Scoping Review

“…One study emphasized the importance of sexuality education for both parents and children (Guven, 2021).…”

“…For children-especially girls-with disabilities, schools should provide sexual education tailored to their preferences and abilities in receiving information, so that they understand their right to bodily integrity and what they can do to protect it. This is echoed by one included study that emphasized the importance of sexuality education for both parents and children to both help children with disabilities behave appropriately in public spaces and protect them from violence (Guven, 2021). In addition, it is also necessary to develop and implement community-and school-level awareness and protection programmes to promote awareness of gender equity among parents and community members to eliminate gender-based violence.…”