Abstract

Introduction

According to the World Health Organization, sexuality education (SE) is considered a human right and aims to increase understanding, decrease abuse, unplanned pregnancies, and sexually transmitted infections. Yet, individuals with intellectual or developmental disabilities are less likely to receive or SE is primarily focused on safety and abuse prevention, despite best practice being comprehensive, inclusive, and positive approaches to SE.

Methods

We performed a sub-analysis from a larger study to identify recommendations to improve accessibility of SE using interviews and focus groups with individuals with intellectual or developmental disabilities, parents, healthcare providers, and educators.

Results

All participants recommended using educational guides, direct, explicit instruction, videos, visuals, and universal design for learning (UDL). Participants also recommended a variety of settings, including one-on-one, group, a combination, or technology.

Conclusions

Educational guides, visuals, videos, UDL, and direct, explicit instruction should be utilized when providing SE to individuals with intellectual or developmental disabilities. Settings and modalities should be determined dependent on the individuals’ preferences, abilities, and fit. Further, worksheets and handouts may be useful in educational and healthcare settings, while role playing and modeling may be useful in educational, community-based and/or home settings, and parents require additional education and training to support their children.

中文翻译：

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关于改善智障或发育障碍者进行性教育的建议：定性研究

摘要

介绍

根据世界卫生组织的说法，性教育被视为一项人权，旨在增进了解，减少虐待，意外怀孕和性传播感染。然而，尽管最佳实践是针对SE的全面，包容和积极的方法，但具有智力或发育障碍的人接受SE的可能性较小，或者SE主要专注于安全和预防滥用。

方法

我们从一项较大的研究中进行了子分析，目的是通过与智障或发育性残障人士，父母，医疗保健提供者和教育工作者进行访谈和焦点小组讨论来确定建议，以提高SE的可及性。

结果

所有参与者都建议使用教育指南，直接，明确的指导，视频，视觉效果和通用的学习设计（UDL）。参与者还推荐了多种设置，包括一对一，分组，组合或技术设置。

结论

向有智力或发育障碍的人提供SE时，应使用教育指南，视觉效果，视频，UDL和直接明确的指导。应根据个人的喜好，能力和适合度来确定设置和方式。此外，工作表和讲义在教育和医疗保健方面可能有用，而角色扮演和建模在教育，基于社区和/或家庭环境中可能有用，并且父母需要额外的教育和培训来抚养自己的孩子。