Sex and Relationships Education: Potential and Challenges Perceived by Teachers of the Deaf

Suter, Sarah; McCracken, Wendy; Calam, Rachel

doi:10.1179/146431509790559534

Cited by 9 publications

(5 citation statements)

References 8 publications

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“…Societal attitudes and assumptions about disability continue to disempower disabled children (assigning low status and encouraging passivity) and impact upon their confidence and self-esteem when it comes to disclosure (Sobsey 1994;Briggs 2006). A lack of effective sex and relationships education for deaf children and children with special educational needs, as well as a lack of personal safety skills education for disabled children have also been identified as barriers to protection (Suter et al 2009;Franklin et al 2015). Other concerns include a reluctance to believe that disabled children are abused, and a minimisation of harm done (Westcott & Cross 1996), myths in relation to the sexual abuse of disabled children (Marchant 1991;Taylor et al 2015a) and the possibility that a child's impairment could mask child protection concerns (Murray & Osborne 2009;Ofsted 2009).…”

Section: Introductionmentioning

confidence: 99%

Enablers of help‐seeking for deaf and disabled children following abuse and barriers to protection: a qualitative study

Jones

Stalker

Franklin

et al. 2016

Child & Family Social Work

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Research internationally has highlighted the increased vulnerability of deaf or disabled children to abuse and the frequently inadequate response of services. However, first‐hand accounts of deaf or disabled children have rarely been sought. This paper reports selected findings from one of the first studies exploring experiences of deaf and disabled children regarding help‐seeking following maltreatment. Innovative and sensitive research methods were employed to support 10 deaf or disabled people (children and adults) to take part in guided conversations. The study identifies three enablers of help‐seeking of deaf or disabled children: the capacity of adults to detect abuse and respond to disclosures, supportive relationships or circumstances which facilitate disclosure and for Deaf children, access to registered interpreters. Barriers to protection related to these are also discussed. Recommendations directed at policy makers, practitioners and families include education and awareness raising amongst practitioners, children, parents and carers; addressing isolation of deaf and disabled children; providing comprehensive support services that address the needs of the child holistically; ensuring that the voice of the child is heard; routine access to registered interpreters for Deaf children within mainstream and specialist services and measures to address disablism at local and institutional levels.

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Section: Introductionmentioning

confidence: 99%

Enablers of help‐seeking for deaf and disabled children following abuse and barriers to protection: a qualitative study

Jones

Stalker

Franklin

et al. 2016

Child & Family Social Work

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show abstract

“…In the specific context of Ontario, Canada, while a significant majority of parents advocate for sexuality education in schools [90], the topic remains ensnared in public contention and political discourse [91]. Such debates often overshadow the pressing needs of students with disabilities, sidelining their experiences, interests, and challenges related to gender and sexuality.…”

Section: Discussionmentioning

confidence: 99%

“…These are subjects that their hearing counterparts might inadvertently assimilate through mainstream media and pop culture [89]. Research underscores the need to prepare educators in d/Deaf schools to impart sexuality education in a way that is cognizant of the limitations inherent in mainstream educational settings for d/Deaf and hard-of-hearing students [88][89][90].…”

Section: Further Recommendationsmentioning

confidence: 99%

Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario’s Educational Framework

Davies,

Brass,

Martins Mendonca

et al. 2023

Sexes

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Comprehensive sexuality education (CSE) is an important framework utilized worldwide to provide students and young people with accurate, affirming, and socially conscious sexuality education. However, there is still a lack of CSE curricula in school contexts that is relevant for students with various disabilities. This article takes the Ontario, Canada, context as an example of where and how CSE can improve to be more inclusive for students with disabilities. This article reviews the current context of CSE in Ontario, Canada, including its controversies, while providing recommendations for meeting the needs of students with various disabilities, including psychological, intellectual, and physical disabilities. This article aims to provide practical recommendations, such as pertinent curricular content and pedagogical recommendations for scholars, researchers, and policymakers for improving CSE for students with disabilities in schooling.

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“…As well, it is important to have explicit conversations with d/Deaf and hard-of-hearing children about HIV/AIDS, STIs, and other everyday conversations that children who are hearing might be exposed to through pop culture and media that is targeted towards those who are hearing [63]. Further research notes the specific need to prepare teachers who are employed at deaf schools to teach and address sexuality education while acknowledging the limitations of approaches in mainstreamed school settings for students who are d/Deaf and/or hard-of-hearing [64].…”

Section: Further Recommendationsmentioning

confidence: 99%

Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario's Educational Framework

Davies,

Brass,

Martins Mendonca

et al. 2023

Preprint

View full text Add to dashboard Cite

Comprehensive sexuality education (CSE) is an important framework utilized worldwide to provide students and young people with accurate, affirming, and socially conscious sexuality education. However, there is still a lack of CSE curricula in school contexts that is relevant for students with various disabilities. This article takes the Ontario, Canada context as an example of where and how CSE can improve to be more inclusive for students with disabilities. This article reviews the current context of CSE in Ontario, Canada, including its controversies while providing recommendations for meeting the needs of students with various disabilities, including psychological, intellectual, and physical disabilities. This article aims to provide recommendations that are relevant for scholars, researchers, and policymakers in various international contexts for improving CSE for students with disabilities in schooling.

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Sex and Relationships Education: Potential and Challenges Perceived by Teachers of the Deaf

Abstract: Providing children who are deaf [1]

Cited by 9 publications

References 8 publications

Enablers of help‐seeking for deaf and disabled children following abuse and barriers to protection: a qualitative study

Enablers of help‐seeking for deaf and disabled children following abuse and barriers to protection: a qualitative study

Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario’s Educational Framework

Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario's Educational Framework

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