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.

摘要

虽然性教育可以支持残疾儿童和青少年的性发育并促进他们的福祉，但其提供存在挑战。本研究通过对自 2006 年以来发表的研究的范围审查确定了世卫组织欧洲区域残疾儿童和青少年性教育的障碍。使用 PRISMA-ScR 指南和预定义的选择标准，选择了 14 项研究纳入。这些研究共同确定了残疾儿童和青少年性教育的七个障碍，包括将残疾人视为无性恋和需要保护的社会误解，再加上对教育者的有限支持，导致了不全面和规范的性教育。教育工作者似乎倾向于将性教育的责任转移到其他人身上，而残疾儿童和青年的多样性以及文化和宗教的多样性使得很难确定一个通用的方法。最后，与残疾儿童和青少年的总体健康和福祉相关的相互竞争的优先事项似乎使性教育变得不那么重要。我们确定了研究中的差距，并强调了减少世卫组织欧洲区域内残疾儿童和青少年性教育障碍的影响。与残疾儿童和青年的总体健康和福祉相关的相互竞争的优先事项似乎使性教育变得不那么重要。我们确定了研究中的差距，并强调了减少世卫组织欧洲区域内残疾儿童和青少年性教育障碍的影响。与残疾儿童和青年的总体健康和福祉相关的相互竞争的优先事项似乎使性教育变得不那么重要。我们确定了研究中的差距，并强调了减少世卫组织欧洲区域内残疾儿童和青少年性教育障碍的影响。