Barriers to Sexuality Education for Children and Young People with Disabilities in the WHO European Region: A Scoping Review

Autor/inn/en	Michielsen, Kristien; Brockschmidt, Laura
Titel	Barriers to Sexuality Education for Children and Young People with Disabilities in the WHO European Region: A Scoping Review
Quelle	In: Sex Education: Sexuality, Society and Learning, 21 (2021) 6, S.674-692 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Michielsen, Kristien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2020.1851181
Schlagwörter	Sex Education; Sexuality; Research Reports; Barriers; Students with Disabilities; Child Safety; Misconceptions; Children; Young Adults; Cultural Pluralism; Religion; Health; Well Being; Foreign Countries; International Organizations; Europe; Asia + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Research report; Forschungsbericht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Missverständnis; Child; Kind; Kinder; Young adult; Junger Erwachsener; Kulturpluralismus; Gesundheit; Well-being; Wellness; Wohlbefinden; Ausland; International organisation; International organisations; International organization; Internationale Organisation; Europa; Asien
Abstract	While sexuality education can support children and young people with disabilities in their sexual development and contribute to their wellbeing, challenges to its provision exist. This study identifies barriers to sexuality education for children and young people with disabilities in the WHO European Region via a scoping review of research published since 2006. Using the PRISMA-ScR Guidelines and predefined selection criteria, 14 studies were selected for inclusion. Together, these studies identified seven barriers to sexuality education for children and young people with disabilities, including the social misperception of people with disabilities as asexual and in need of protection which, combined with limited support for educators, resulted in noncomprehensive and normative sexuality education. Educators seemed inclined to redirect responsibility for sexuality education to others, and diversity among children and young people with disabilities, as well as cultural and religious diversity, makes it difficult to define a general approach. Finally, competing priorities related to the general health and wellbeing of children and young people with disabilities may appear to render sexuality education less important. We identify gaps in the research and highlight implications for the reduction of the barriers to sexuality education for children and young people with disabilities within the WHO European Region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01