Scoping Review on Sex Education for High School-Aged Students with Intellectual Disability and/or on the Autism Spectrum: Parents', Teachers' and Students' Perspectives, Attitudes and Experiences

Autor/inn/en	Strnadová, Iva; Danker, Joanne; Carter, Allison
Titel	Scoping Review on Sex Education for High School-Aged Students with Intellectual Disability and/or on the Autism Spectrum: Parents', Teachers' and Students' Perspectives, Attitudes and Experiences
Quelle	In: Sex Education: Sexuality, Society and Learning, 22 (2022) 3, S.361-378 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strnadová, Iva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2021.1941842
Schlagwörter	Sex Education; Intellectual Disability; Autism Spectrum Disorders; Students with Disabilities; High School Students; Student Attitudes; Parent Attitudes; Teacher Attitudes; Barriers; Course Content; Teaching Methods + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Intellect; Disability; Disabilities; Verstand; Behinderung; Autism; Autismus; Student; Students; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schülerverhalten; Elternverhalten; Lehrerverhalten; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Sex education is critical for the development of healthy sexual identity and relationships. However, students with intellectual disability and/or on the autism spectrum often receive less holistic sex education in comparison to their neurotypical counterparts. A scoping review was undertaken to determine parents', teachers' and students' perspectives, attitudes and experiences related to sex education for high school-aged students with intellectual disability and/or on the autism spectrum. Findings revealed that only a few studies consulted students themselves, while most sought only parents' and teachers' perspectives. Teachers and parents had generally positive attitudes towards sex education for students with intellectual disability and/or on the autism spectrum. However, teachers' beliefs may prevent them from delivering sex education as intended. Furthermore, parents reported a lack of confidence in discussing sexuality with their children. Well-designed, disability-inclusive education programmes that prioritise safety, assertiveness and self-determination can support positive outcomes. Removing barriers to sex education in schools, and learning from students with intellectual disability and/or on the autism spectrum what they think could improve things for themselves and peers, is key to supporting them with their needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01