Adapting a human sexuality curriculum for students with disabilities

• Published in: Health education journal Vol. 83; no. 8; pp. 841 - 854
• Main Author: Lepore-Stevens, Maria
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.12.2024; SAGE PUBLICATIONS, INC
• Subjects: Adolescents; Barriers; Best practice; Children with disabilities; Curricula; Disabilities; Education; Educational Objectives; Health education; Health promotion; People with disabilities; Physical education; Pregnancy; Privacy; Public schools; Schools; Self Advocacy; Self determination; Sex education; Sexual abuse; Sexual assault; Sexuality; Sexually transmitted diseases; States; STD; Students; Students with disabilities; Unplanned pregnancy; Youth; United States > US; Disability; sexuality education; inclusive education; special education
• ISSN: 0017-8969; 1748-8176
• DOI: 10.1177/00178969241280442

Background: The US Individuals with Disabilities Education Act requires that children with disabilities receive a free appropriate public education. However, it does not specifically include the subject of health education. Currently, 30 US states require public schools to teach sexuality education as a part of the health education curriculum, but 36 do not include youth with disabilities in their sexuality education requirements. Objective: The current situation is particularly concerning due to the higher rates of unplanned pregnancy, sexual abuse, and sexually transmitted infections experienced by teenagers with disabilities. Students from across several disability groups report societal barriers, physical barriers, and poor educational outcomes with respect to sexuality education. Results: This review article sought to investigate the current state of sexuality education for students with disabilities, as well as best practices to support the learning of sexuality education content. Conclusion: Focusing sexuality education classes on practical ways so as to develop relationships, promote self-advocacy and self-determination, and incorporate privacy messages, can support students with disabilities to make healthy choices.