Graduate Research Papers

Availability

Graduate Research Paper (UNI Access Only)

Abstract

Sexual health and sexuality are crucial aspects of an individual's identity and overall well-being. However, people with intellectual disabilities (ID), described as having significant limitations in cognitive functioning and adaptive behavior with onset before the age of 18 (AAID), are often excluded from discussions and education on these topics (Hill et al., 2024). The American Sexual Health Association (ASHA), a 100-year-old organization that remains committed to providing unbiased, science-based sexual health information across various political landscapes, defines sexual health as the ability to embrace and enjoy sexuality throughout life, asserting that sexuality is a natural experience for all humans, encompassing behavioral, physical, and emotional aspects (ASHA, 2025). Their mission towards education involves preventing negative sexual outcomes, ensuring accessibility to healthcare and education, supporting autonomy, and encouraging open communication with family and healthcare professionals. Although sexual health is vital for anyone’s well-being and development, people with ID face unique barriers to comprehensive sex education (Hill et al., 2024). These barriers include limited access to educational resources tailored to their comprehension level, restrictive scripts, lack of involvement in decision-making, low participation fidelity, cultural attitudes, and insufficient training, which leads to caregiver discomfort. Any or all of these can perpetuate misconceptions, such as the belief that youth with ID are inherently asexual or lack the capacity for sexual feelings and meaningful relationships. These false perceptions may result from inadequate education that fails to address the intersectional needs of students with ID, resulting in their sexual rights being overlooked and misunderstood.

People with ID have expressed interest in sexuality and sexual activities but often lack a safe space for comprehensive sex education, with a structured curriculum that fits their specific needs (Frawley & Wilson, 2016). Addressing systemic issues such as social exclusion can mitigate the disproportionate rates of sexual health risks and sexual violence for people with ID (Casteel et al., 2008; van Schrojenstein Lantman-de Valk, 2000), ensuring all students have the opportunity to improve their knowledge. Further, professionals working with individuals with ID also have a legal and ethical obligation to provide accessible and equitable sexual healthcare and education (Hill et al., 2024). Despite its importance, sexual health education for individuals with ID is frequently neglected.

This literature review explores the challenges in developing effective, inclusive sex education programs for students with ID and provides research supporting the need for their implementation in schools. It describes the gaps in education for students with ID resulting from societal attitudes towards sexuality and offers evidence-based proposals for best practices in facilitating comprehensive instruction. The review also addresses cultural attitudes that shape sex education practices worldwide, such as restrictive scripts and caregiver attitudes, which often delay or limit conversations about sexuality for youth with ID. By advocating for collaborative approaches informed by learners' voices, this review aims to guide the development of accessible, engaging programs that promote decision-making skills, autonomy, and confidence in healthy sexual expression for this underserved population. Since school psychologists are ethically obligated to protect children’s rights, interests, and welfare (NASP, 2021), they must advocate for students and families historically deprived of essential sex education.

Year of Submission

2026

Department

Department of Educational Psychology and Foundations

First Advisor

Stephanie Schmitz

Date Original

2025

Object Description

1 PDF file (40 pages)

Language

en

File Format

application/pdf

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