Sexual Health Strategies
Why do Individuals with Down syndrome need to be taught sex education and safety strategies?
It is important to remember that people with intellectual disabilities have the same sexual needs and desires as all people. Many want to marry and have a family. However, due to the high rate of sexual abuse, it is important to educate people with intellectual disabilities on sexual health. Education will assist in the prevention of this abuse. There are several challenges to teaching students with intellectual disabilities sexual health. These include: |
- There are several myths that need to be addressed and dispelled, such as people with intellectual disabilities are asexual, have uncontrollable sex drives, or do not understand their sexual desires.
- Keep in mind that most individuals have difficulty with abstract concepts, which necessitates the explicit teaching of appropriate personal boundaries and space in association with feelings of love and desire.
- The boundaries of appropriateness need to be concrete, emphasis on sexual behavior as a private matter must be maintained.
- Using several approaches to teaching sexual health will ensure a better understanding for all students in the class, particularly those with intellectual challenges.
Issues to Keep in Mind When Teaching Sexual Health
Students with intellectual disabilities usually have less experience and exposure to lessons on sexual health, there is less likelihood that parents and teachers to talk to these students about these issues. Their intellectual development is disabled and thus, these students learn concepts of sexual health at a slower rate. It is important to teach inappropriate sexual touching due to the higher rate of sexual abuse. There is a tendency for people with intellectual disabilities to be very trusting and compliant. Some students may not be given privacy for sexual self-pleasure. Long-term consequences, such as STIs and pregnancy, maybe too abstract concepts. It is important to teach concrete boundaries for public and private, in terms of places and body parts.
Teaching Sexual Health Framework
· Repetition. Like most students, repeating and reviewing past lessons from several approaches is important for learning and understanding.
· Use concrete examples. Using immediate and tangible examples to demystify abstract concepts is important, also visual examples are very helpful.
· Less information at a slower rate. Taking more time and spreading out the concepts over several lessons will ensure a deeper and wider understanding of all concepts.
· Start at the beginning. Assume that all students have not had any sexual education, by starting with the basics, students can dispel any sexual myths.
· Encourage questions and personal expression. It is important for students to become comfortable with the subject for openness in communication and information.
· They can say “NO.” It is the right for any person to refuse sexual contact, this is particularly important for people with disabilities of any kind.
· Teach appropriateness. Be concrete with the time and place for sexual activity.
· Boundaries. Address personal space and what you can do and with whom, there are differences between hugging your parents and kissing your partner.
· Masturbation. Masturbation is healthy and normal sexual activity done in a private place.
Students with intellectual disabilities usually have less experience and exposure to lessons on sexual health, there is less likelihood that parents and teachers to talk to these students about these issues. Their intellectual development is disabled and thus, these students learn concepts of sexual health at a slower rate. It is important to teach inappropriate sexual touching due to the higher rate of sexual abuse. There is a tendency for people with intellectual disabilities to be very trusting and compliant. Some students may not be given privacy for sexual self-pleasure. Long-term consequences, such as STIs and pregnancy, maybe too abstract concepts. It is important to teach concrete boundaries for public and private, in terms of places and body parts.
Teaching Sexual Health Framework
· Repetition. Like most students, repeating and reviewing past lessons from several approaches is important for learning and understanding.
· Use concrete examples. Using immediate and tangible examples to demystify abstract concepts is important, also visual examples are very helpful.
· Less information at a slower rate. Taking more time and spreading out the concepts over several lessons will ensure a deeper and wider understanding of all concepts.
· Start at the beginning. Assume that all students have not had any sexual education, by starting with the basics, students can dispel any sexual myths.
· Encourage questions and personal expression. It is important for students to become comfortable with the subject for openness in communication and information.
· They can say “NO.” It is the right for any person to refuse sexual contact, this is particularly important for people with disabilities of any kind.
· Teach appropriateness. Be concrete with the time and place for sexual activity.
· Boundaries. Address personal space and what you can do and with whom, there are differences between hugging your parents and kissing your partner.
· Masturbation. Masturbation is healthy and normal sexual activity done in a private place.
![Picture](/uploads/3/8/4/9/38490693/3766234.png?199)
Kids in the Know
Kids in the Know is a program that teaches personal safety to students from K to grade 9. The lessons provide strategies for learning about sexual exploitation and personal boundaries. This program’s ultimate purpose is to reduce the risk of sexual abuse and victimization of children and youth. It is fundamentally based on seven strategies and four environments for basic safety.
Kids in the Know is a program that teaches personal safety to students from K to grade 9. The lessons provide strategies for learning about sexual exploitation and personal boundaries. This program’s ultimate purpose is to reduce the risk of sexual abuse and victimization of children and youth. It is fundamentally based on seven strategies and four environments for basic safety.
Seven Root Strategies:
· Shout “NO!” and tell someone · Keep secrets that have ending and speak secrets that do not · Buddy System · Trust your instincts · All people deserve to be treated with dignity and respect · If asked to go and your parents don’t know, shout “NO!” · If asked to share and your parents aren’t aware, shout “NO!” |
Four Root Environments:
· Internet
· Public Place
· Street
· Home Alone
· Internet
· Public Place
· Street
· Home Alone
Created by Shawn Lau
|
References
Canadian Centre for Child Protection. (n.d.) Kids in the Know. Retrieved from https://www.kidsintheknow.ca/app/en/about
The Society of Obstetricians and Gynecologists of Canada. (2012). Teaching Sex Ed for Youth with Intellectual disabilities. Retrieved from http://www.sexualityandu.ca/teachers/teaching-sex-ed-for-youth-with-intellectual-disabilities
Canadian Centre for Child Protection. (n.d.) Kids in the Know. Retrieved from https://www.kidsintheknow.ca/app/en/about
The Society of Obstetricians and Gynecologists of Canada. (2012). Teaching Sex Ed for Youth with Intellectual disabilities. Retrieved from http://www.sexualityandu.ca/teachers/teaching-sex-ed-for-youth-with-intellectual-disabilities