Top 5 Reasons Why Students with Disabilities Should Receive Sex Education
by Katja Kathol, Sexual Health Education Consultant
Why is this topic important?
Whether they experience physical, psychological, or neurological differences, students with disabilities can develop sexual feelings and the desire to establish and maintain healthy relationships with others.
The primary issue is that students with disabilities receive little to no formal sexual health education. Yet, most students with disabilities experience the same physical and emotional changes during adolescence as their non-disabled peers.
Sex Ed Mart materials have been specifically adapted to help teach these concepts and more to individuals with intellectual differences, developmental delays and Autism Spectrum Disorders.
When students with disabilities are included in sexual education discussions, they are often limited by the generalizing nature of sexual health curriculum and teaching methods. This population would benefit from adjustments to the curriculum that are catered to their specific needs. Diversifying sexual education is necessary to help disabled students build a healthy body image, establish autonomy, and learn how to give and receive consent. Most importantly, all students deserve companionship and to experience healthy relationships across the lifespan.
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1. Becoming Comfortable with Your Body
Students with disabilities can greatly benefit from support to build self-esteem, a healthy body image, and the skills to be able to talk to their partners about what feels good. Sometimes, it takes even more courage to tell your partner what you dislike. This is an important tool for individuals with disabilities to learn! Students should be encouraged to engage in discussions about bodily autonomy, boundaries, and personal space.
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This activity kit explores the physical and emotional changes that occur during puberty and asks students to think about what body image is.
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2. Abuse and Consent
Did you know that youth with disabilities are at a much greater risk of being abused than other peers their age? Despite this fact, youth with disabilities are often excluded from formal sexual education. This creates barriers to learning how to give and receive consent. Most importantly, individuals with disabilities are rarely taught how to say “NO”. Becoming comfortable with the concept of consent is critical for the well-being and safety of this population.
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This card set was designed to teach students with social impairments, particularly those with Autism, Asperger’s Syndrome, or other special needs, to prepare for asking for consent.
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3. Defining Trust and Friendship
From a young age, many students with disabilities are taught to trust adults. When students are not educated about appropriate and inappropriate behaviours from others (sexual and otherwise), this trust can lead to negative consequences. At worst, adults can take advantage of students. Students may also have difficulty reporting instances of sexual abuse committed by “trusted” adults. Trust can also affect everyday experiences for students with disabilities. For instance, students may struggle to determine the difference between a real friend and a person who is being friendly towards them. Sexual education is important to teach students how to navigate friendships and relationships with adults, as well as how to report and seek help when faced with inappropriate advances.
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This game will help children distinguish when someone might just be doing their job, versus when someone is showing signs of friendship.
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4. Learning about Sexuality and Intimacy
Youth with disabilities are often assumed to be uninterested in sexual or intimate relationships. Specifically, individuals with disabilities can be stigmatized as asexual (not interested in sexual activity). In contrast, when students with disabilities express interest in sexuality, they can be labelled as hyper-sexual (too interested in sexual activity). These stereotypes are harmful. This population can crave relationships just like everyone else. Should they wish to engage in sexual relationships, students with disabilities should receive the necessary information and reassurance to do so. Youth with disabilities might specifically benefit from teaching that outlines private versus public behaviours, dating etiquette, and how to communicate with crushes.
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This game gets students thinking about their beliefs relating to intimacy and relationship expectations, and the timeline that works for them.
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5. Looking at the Big Picture
Intimacy and sexual expression are part of everyday life. In fact, sexuality is one of the most basic human instincts! Whether students enjoy being intimate with others, themselves, or not at all, sexuality education is crucial. In essence, denying disabled students of sexual health information and support is also denying them of their humanity. The purpose of sexual health education is to help students build the skills they need to initiate and maintain healthy relationships with others (and themselves!) to promote a greater quality of life.
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Why should Educators teach Sexual Education to Students with Disabilities?
Educators who are cognizant of their student’s abilities are well-positioned to customize sexual health education curriculum to best suit their student’s needs. In turn, educators can resist harmful stereotypes about disabled populations by facilitating open discussions about student’s needs and desires (or lack thereof!). Through education and support, youth with disabilities can make informed decisions about their own interests and reproductive health.
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