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Sexuality Education: Building a Foundation for Healthy Attitudes
... There are several reasons for that, for example, limitations for learning, available resources, having a content that is written in the easy and plain language with relevant images. Couwenhoven (2001) highlights another serious reason that adults avoid having conversations about topics on sexuality; moreover, they often characterise it as something wrong. Also, Tamas, Brkic-Jovanovic, Rajic and Prkosovacki (2019) state that, indeed, sexuality is an embarrassing and contradictory topic for adolescents with intellectual disabilities, for their family members and other people they live together, and for professionals. ...
... It is assumed that parents should be the primary source of information about sexuality for their children, sharing also values of the family (Hartman, 2014). Parents and professionals should work together to support adolescents with intellectual disabilities, although this is a complex task, because parents and professionals do not always have the same point of view (Couwenhoven, 2001). Tamas et al. (2019) indicate that when there are contradictory views and different values of parents and professionals, their collaboration is less qualitative and can cause confusion and raise false hopes regarding adolescents with intellectual disabilities. ...
Sexual education plays an important role in preparing children and adolescents for a safe and productive life. Sex education provides not only knowledge about different types of sexual issues, or about common sexually transmitted diseases, unwanted pregnancies, sexual violence, but also personal identity, safety, love, intimacy and relationships.This study was conducted in order to examine the opinions of special education teachers working with adolescents with intellectual disabilities on sexual education. A descriptive study design was used. The authors designed a questionnaire to explore the opinions of 72 special education teachers in Latvia.The research results approved how crucial it is to provide opportunities to receive sexual education for adolescents with intellectual disabilities at school.
... According to Couwenhoven [67], sexual activity often moves into the public arena when limits or restrictions are placed on private sexual expression. In one study, restrictions placed by family and service providers led people with intellectual disabilities to explore different locations for sexual activity, including parks, back alleys, behind stores, bathhouses, the street, and other public settings [30]. ...
People with intellectual disabilities share the same human need for affectionate and intimate relationships as people without a disability. Limited research has investigated sexual issues and concerns among adults with intellectual disabilities, including dating, intimate relationships, and marriage. This study employed Interpretative Phenomenological Analysis to identify the understanding and needs regarding sexuality of people with intellectual disabilities. Five people with mild grade intellectual disabilities participated in face-to-face interviews in which they discussed their struggle to have romantic relationships and sexual encounters. Their “understanding” and “doing” on sex issues were identified. The lack of adequate sex education and Chinese culture potentially impact people with intellectual disabilities’ beliefs and behaviors on sexuality. Various types of intervention were discussed. Further research is necessary to understand the cultural context of the challenges and experiences regarding sexuality faced by people with intellectual disabilities and their families.
... For example, Terri Couwenhoven, a sex educator, has designed and implemented innovative programs and written books on sexuality for people with intellectual disabilities. 9 Still, adults with intellectual disabilities may live in sex-segregated facilities with little access to privacy or help in facilitating appropriate romantic and/ or sexual relationships. I hope that as he grows up, Henry will find doctors who are attentive to the social, emotional, and physical aspects of his sexual health, as a part of his overall health, and who treat him as an adult who is deserving of privacy and respect. ...
... Cinsel eğitim ilk olarak aileden sonrasında ise öğretmen tarafından verilmektedir. Bunun yanı sıra medya, internet, akranların yanı sıra bireyler cinselliği kendi deneyimlerinde de öğrenebilmektedirler (Couwenhoven, 2001). Zihinsel yetersizliği olan bireyler açısından en çok tercih edilen kaynak ise özel eğitim öğretmenleridir. ...
Bu araştırmada zihinsel yetersizliği olan bireylerle çalışan öğretmenlerin cinsel eğitime yönelik tutumları ile etik durumları arasında bir ilişki olup olmadığı incelenmiştir. Cinsel eğilimler doğru yönlendirilmediğinde olumsuz sonuçlara yol açabilirler. Zihinsel yetersizliği olan bireylerde cinsel eğitimin önemi bilinmektedir. Zihinsel yetersizliği olan bireylerle çalışan öğretmenlerin cinsel eğitime yönelik tutumlarına etki eden faktörlerin belirlenmesi ve olumsuz olanların ortadan kaldırılarak olumlu olanların desteklenmesinin bu alandaki sorunları aza indireceği düşünülmektedir. Bu bağlamda etik değerlerin önemi ortaya çıkmaktadır. İlişkisel desende tarama modelli bir çalışma olan araştırma kapsamında İstanbul’un 7 ilçesinde toplam 329 öğretmene ulaşılmıştır. Yapılan analizler sonucunda cinsel eğitime yönelik tutumlarında branş değişkenine göre özel eğitim öğretmenleri lehine tüm alt faktörleri kapsayacak şekilde, çevresinde zihinsel yetersizliği olan birey bulunma değişkenine göre çevresinde zihinsel yetersizliği olan birey bulunanlar lehine anlamlı fark bulunmuştur. Etik Durum Ölçeği verileri analiz edildiğinde öğretmenlerin idealizm alt boyutuna ilişkin hesaplanan ortalama puanları görecelik alt boyutu için hesaplanan ortalama puanından oldukça yüksektir. Cinsel eğitime yönelik tutumlarla etik durumlar arasında ise anlamlı bir fark bulunamamıştır.
... For PID who live at home with family well into adulthood or in a hostel, it may be difficult to obtain a private place in which to be affectionate or have sex. According to Couwenhoven [36], sexual activity often moves into the public arena if limits or restrictions are placed on private sexual expression. In one reviewed study, participants mentioned that restrictions placed by family and service providers had led them to explore different places where they had been sexual, including parks, back alleys, behind stores, bathhouses, the street, and other public settings [23]. ...
People with intellectual disabilities (PID) share the same needs for affectionate and intimate relationships as other people. In this study, a review of the literature was performed to (a) examine the opinions reported in the peer-reviewed literature regarding the sexual experiences of PID and (b) identify factors that contribute to the promotion or restriction of sexual expression by PID. Sixteen qualitative articles were identified from electronic databases and reviewed. People with PID were found to exhibit the same spectrum of sexual life as the general population, and three major themes were identified: abstinence, regulation, and autonomy. Some PID preferred to abstain from sex, whereas others considered engagement in sexual activity to have a hand that affects and influences the rights of PID to engage in sexual activity. Further empirical research on the empowerment of sexual expression of PID and the formation of the unintended invisible hand is needed, as this will provide information to families and welfare systems and thus enhance the self-determination and rights of PID to pursue sexual expression and satisfaction.
... Nevertheless, sexuality education has become more significant than in the past. Especially in resolving sexual problems and in gaining admissible sexual behavior, education has become prominent [4][5][6]. ...
Healthy sexual development is possible only through effective sexual education, which could be provided by families. Lack of sexuality training could lead to inappropriate behavior in children and they could face problems such as exclusion from the society and sexual abuse. The purpose of the present study was to scrutinize the effect of a Sexuality Education Program for Mothers of Young Adults with Intellectual Disabilities (SEPID) on the attitudes of mothers toward the sexuality education of their children and their perceptions of social support. The present research employed an empirical pretest–posttest model with control group. Study participants included 44 mothers who were randomly assigned to experimental (n = 22) and control (n = 22) groups. The SEPID program was conducted at the seminar hall located in the second floor of a café where individuals with intellectual disabilities work and it was conducted in four 1-h sessions. Study data were tested with ANOVA and ANCOVA methods. Findings demonstrated that SEPID changed the attitudes of mothers toward the sexuality education of their children in a positive direction and improved their perceptions of social support. Social validity findings showed that the mothers were satisfied with the program.
... Perbincangan mengenai seksualiti tidak seharusnya dihadkan kepada kategori individu tertentu sahaja.Couwenhoven (2001) mengatakan semua orang adalah makhluk seksual. Ini bermakna murid bermasalah pembelajaran turut tidak terkecuali daripada mengalami perkembangan seksual seperti orang lain. Kellogg (2009) berpendapat faktor-faktor seperti masalah dari segi penguasaan kemahiran sosial, tidak mengetahui had-had personal yang dibenarkan, kesukaran mengawal ...
Individuals with physical, intellectual, and developmental disabilities reproductively mature at the same rate as the general population. However, they often lag far behind their peers in access to education about the emotional, social, and medical challenges that accompany the physical changes of the emerging adult. Access to education and reproductive health services is essential for the development of a sense of self, establishing fulfilling physical and emotional relationships, and protection from abuse and poor outcomes that can be anticipated and prevented. The approach to a patient’s sexuality and reproductive health needs varies across disabilities and chronic conditions. Understanding that each patient is a sexual being who requires attention to sexuality and reproductive health needs will optimize the mental health, safety, and general health outcomes across the spectrum of physical, intellectual, and developmental disabilities. This chapter will address the needs of this complex population by offering insight into the problems of limited sexuality education, understanding the risk of abuse, addressing alternative approaches to ensuring access to preventative sexual health and routine screenings, and maximizing the opportunities for healthy relationships.
https://www.ejid.name/90/archives/journal-06-12#2
Transitioning from pediatric to adult healthcare can be a complicated process for adolescents and young adults (AYA) with chronic childhood-onset conditions. As children, these individuals are referred to as children or youth with “special healthcare needs” (CYSHCN). As individuals transition to adulthood, variations in terminology include “adolescents and young adults with special healthcare needs (AYASHCN),” “young adults with special healthcare needs (YASHCN),” or “emerging adults” with “chronic conditions.” Whereas family medicine and medicine-pediatrics providers are likely to be familiar with transition, this process is an emerging focus for adult primary care providers; approximately 20% of young adults have a chronic childhood-onset condition, and these numbers are rising. Primary care providers manage the overall healthcare and coordinate subspecialty services for this patient population in the context of their physical, mental, and social needs. In addressing barriers in the transition process, it is important to be aware of the perspectives of patients and families as well as the perspectives of pediatric and adult providers. Teens who transition to adult healthcare require special considerations in the first office visit as well as subsequent visits. Providers will successfully guide their young adult patients through transition by becoming familiar with unique considerations of the transition process as well as condition-specific medical knowledge.
Individuals with physical, intellectual, and developmental disabilities reproductively mature at the same rate as the general population. However, they often lag far behind their peers in access to education about the emotional, social, and medical challenges that accompany the physical changes of the emerging adult. By the time a young adult with a disability or chronic condition reaches an internist, preventative reproductive health has largely been rationalized as not necessary or simply forgotten. Access to education and reproductive health services is essential for the development of a sense of self; establishing fulfilling physical and emotional relationships; and protection from abuse and poor outcomes that can be anticipated and prevented. The approach to a patient’s sexuality and reproductive health needs varies across disabilities and chronic conditions and may require the support of physicians in other specialties. Understanding that each patient is a sexual being who requires attention to his or her sexuality and reproductive health needs will optimize the mental health, safety, and general health outcomes across the spectrum of physical, intellectual, and developmental disabilities.
This research is a case study conducted with 13 counseling teachers working at thirteen public elementary schools serving students with special needs in their mainstream classrooms in the Antakya city of Hatay district. The study sought to find out whether sex education is provided in the studied schools and if so what is the content of such education. In addition, the study also examined the opinions of counseling teachers with regard to the necessity of providing sex education to students with special needs, whose responsibility they think it is to provide sex education, and the possible impact teacher demographics may have in the formation of these opinions. This research determined that no comprehensive and standard sex education curriculum is provided in the studied schools and nearly 50 % of the participant teachers reported to have had no training in sex education and that 62 % of the participants reported that they do not provide any sex education to their students. The teachers who reported to provide sex education stated to provide this education in simple presentations with very limited content (such as information about puberty and sexual growth). These results have important implications for educational policy and curriculum. Key Words: Sexuality education, students with special needs, counseling teachers
Couched in the context of NCLB, the reauthorized IDEA, and the ASCA National Model, this handbook revisits the important role that school counselors play in the personal, social, academic, and career development of students with disabilities. Revised throughout, this new edition provides: (1) Clear explanations of changes shaping the legal context for working with students with disabilities; (2) Tips for observing and gathering data on students who may be eligible for special services, as well as matching data with appropriate interventions; (3) Guidelines for designing services collaboratively with other school staff and parents; and (4) Strategies for integrating the needs of individual students in comprehensive school counseling programs. The book's concluding chapters offer countless strategies for working with families of students with special needs, as well as suggestions for connecting professional school counseling practice with advocacy and systemic change. Counselors feeling the weight of accountability will welcome this guide to help them meet the needs of students with disabilities proactively. This book begins with the Foreword by (Jay Trenhaile) and a Preface. It contains seven chapters: (1) The Legal Context for Working With Students With Disabilities; (2) Specific Learning Disabilities and the School Counselor's Role; (3) Knowing the Whole Child; (4) Matching Data with Appropriate Interventions; (5) Building a Structure for Success; (6) Forming Partnerships with Families; and (7) Making a Difference in the Wider Circle of Caring. A list of Resources, References, Suggested Readings and Index are included.
All children have a need to acquire knowledge about their own body and the way it functions. Also it is neccesary to learn the rules of the society they live in, understand what is accetable, and what is unaccetable behavior. Starting off previous experiences we supposed that in an insufficient measure and in an inadequate way have been provided the sex education in the frames of educational institutions and families of the persons with disabilities in the Republic of Macedonia. According to that the basic assignment of the paper, using the methods of structural, descriptive and comparative analysis and the questioners as instruments, was to give detail image of the factice situation.By the analysis of the 314 examinees, including control group, special educators and rehabilitators and parents, we determinate that the knowledge about sexual development, characteristics and sex relationships the examinees with disabilities at most acquire by the mediums and peers conversations.The got results pointed the fact that knowledge of this topic, which persons with disabilities have, is superficial and often unexplained, where to there is misunderstanding between the persons with disabilities.
To describe the routine health maintenance needs of individuals with Down syndrome who have specialized health needs associated with the multi-system impact of the diagnosis.
Review of scientific literature including peer-reviewed articles, books, and online resources.
In addition to the routine health maintenance needs of all persons, those with Down syndrome have specialized needs. Failure to address these specific health maintenance concerns may lead to misdiagnoses and failure to reach the highest level of function possible.
Patients with Down syndrome who have legitimate, treatable diagnoses may be misdiagnosed as having behavior problems or dementia. Failure to identify abnormalities such as cardiac problems or sleep apnea may shorten life and interfere with ability to live life to the fullest.
The problem of sexual abuse among persons with mental retardation, skills for preventing sexual abuse, and methods for assessing prevention skills were discussed. Because very little research on teaching sexual abuse prevention skills exists, research on abduction prevention programs for persons with mental retardation as well as on sexual abuse prevention programs for children, was reviewed. Suggestions for future research in the area of sexual abuse prevention for persons with mental retardation were discussed.