2025 Three Minute Thesis
Empowering Students With Intellectual Disabilities Through Inclusive Sex Education
Presentation Type
Poster Presentation (UNI Access Only)
View Presentation
Click image to view video (UNI Access Only):
Abstract
Students with intellectual disabilities (ID) are often excluded from comprehensive sex education, despite their right to sexual health knowledge and autonomy (Hill et al., 2024; ASHA, 2025). This exclusion contributes to disproportionate risks including misinformation, sexual victimization, and limited opportunities for healthy relationships. This poster synthesizes current research on the barriers, gaps, and best practices for delivering inclusive sex education to students with ID. General sex education in the U.S. often emphasizes risk prevention while neglecting positive aspects of sexuality (Lameiras-Fernandez et al., 2021). Programs for students with ID are even more limited, characterized by restrictive cultural attitudes, caregiver discomfort, and inaccessible curricula (Frawley & Wilson, 2016; Kamaludin et al., 2022). These barriers perpetuate harmful myths, such as the belief that individuals with ID are asexual and unable to understand or control their desires (Collier, 2017). Digital platforms offer promising avenues for delivering sex education, but most interventions are not tailored to the specific needs of students with ID. Interactive Digital Interventions (IDIs) show potential but require further adaptation and research is needed to ensure accessibility and effectiveness (Bailey et al., 2015). Culturally responsive education is essential, especially for marginalized groups. Yet, many sex education programs remain heteronormative and exclude diverse experiences (Kaley, 2020). Students with ID are often left out of conversations about consent, identity, and relationships; these topics are critical to their safety and well-being (Schaafsma et al., 2017). Barriers to effective sex education for students with ID include varying comprehension abilities (Finlay et al., 2014), restrictive scripts (Löfgren-Mårtenson, 2012), and a lack of involvement in decision-making (Schaafsma et al., 2017). Many students report receiving little or no sex education and when they do, it is often overly biological, rules-based, and inaccessible (Frawley & Wilson, 2016). Cultural beliefs also play a significant role. In some communities, sexuality is considered taboo, and students with ID are infantilized or denied their sexual rights. These attitudes contribute to a lack of accurate health information and reinforce systemic barriers to education. Educators and caregivers often lack the training and resources needed to provide effective sex education (Hill et al., 2024; Lafferty et al., 2012). Teachers report being asked to deliver content without adequate preparation, and parents may delay or avoid discussions due to discomfort or misinformation (Isler et al., 2009; Pownall et al., 2012). The consequences are severe; individuals with ID are up to four times more likely to experience sexual abuse and significantly more likely to contract STIs (Casteel et al., 2008; van Schrojenstein Lantman-de Valk et al., 2000). They are also less likely to receive education on consent, boundaries, and healthy relationships, which are essential skills for autonomy in healthy decision-making. Aligned with NASP’s ethical standards (NASP, 2021), this work emphasizes the school psychologist’s role in advocating for inclusive, developmentally appropriate, and evidence-based sex education. Recommendations include integrating instruction into multi-tiered systems of support (MTSS), using accessible digital tools, and involving students in curriculum design. Programs should be tailored to cognitive abilities, culturally sensitive, and delivered through collaborative partnerships among educators, caregivers, and students in the school community. Ultimately, this review calls for a shift from protection to empowerment. By centering the voices of students with ID and addressing the systemic barriers they face, school psychologists can help ensure that all students receive the education they need to lead safe, healthy, and fulfilling lives
Start Date
7-11-2025 11:00 AM
End Date
7-11-2025 1:00 PM
Event Host
Graduate Studies, University of Northern Iowa
Faculty Advisor
Stephanie Schmitz
Department
Department of Educational Psychology and Foundations
Copyright
©2025 Peyton Curtis
File Format
application/pdf
Recommended Citation
Curtis, Peyton, "Empowering Students With Intellectual Disabilities Through Inclusive Sex Education" (2025). Three Minute Thesis (3MT®) at UNI. 9.
https://scholarworks.uni.edu/tmt/2025/all/9
Empowering Students With Intellectual Disabilities Through Inclusive Sex Education
Students with intellectual disabilities (ID) are often excluded from comprehensive sex education, despite their right to sexual health knowledge and autonomy (Hill et al., 2024; ASHA, 2025). This exclusion contributes to disproportionate risks including misinformation, sexual victimization, and limited opportunities for healthy relationships. This poster synthesizes current research on the barriers, gaps, and best practices for delivering inclusive sex education to students with ID. General sex education in the U.S. often emphasizes risk prevention while neglecting positive aspects of sexuality (Lameiras-Fernandez et al., 2021). Programs for students with ID are even more limited, characterized by restrictive cultural attitudes, caregiver discomfort, and inaccessible curricula (Frawley & Wilson, 2016; Kamaludin et al., 2022). These barriers perpetuate harmful myths, such as the belief that individuals with ID are asexual and unable to understand or control their desires (Collier, 2017). Digital platforms offer promising avenues for delivering sex education, but most interventions are not tailored to the specific needs of students with ID. Interactive Digital Interventions (IDIs) show potential but require further adaptation and research is needed to ensure accessibility and effectiveness (Bailey et al., 2015). Culturally responsive education is essential, especially for marginalized groups. Yet, many sex education programs remain heteronormative and exclude diverse experiences (Kaley, 2020). Students with ID are often left out of conversations about consent, identity, and relationships; these topics are critical to their safety and well-being (Schaafsma et al., 2017). Barriers to effective sex education for students with ID include varying comprehension abilities (Finlay et al., 2014), restrictive scripts (Löfgren-Mårtenson, 2012), and a lack of involvement in decision-making (Schaafsma et al., 2017). Many students report receiving little or no sex education and when they do, it is often overly biological, rules-based, and inaccessible (Frawley & Wilson, 2016). Cultural beliefs also play a significant role. In some communities, sexuality is considered taboo, and students with ID are infantilized or denied their sexual rights. These attitudes contribute to a lack of accurate health information and reinforce systemic barriers to education. Educators and caregivers often lack the training and resources needed to provide effective sex education (Hill et al., 2024; Lafferty et al., 2012). Teachers report being asked to deliver content without adequate preparation, and parents may delay or avoid discussions due to discomfort or misinformation (Isler et al., 2009; Pownall et al., 2012). The consequences are severe; individuals with ID are up to four times more likely to experience sexual abuse and significantly more likely to contract STIs (Casteel et al., 2008; van Schrojenstein Lantman-de Valk et al., 2000). They are also less likely to receive education on consent, boundaries, and healthy relationships, which are essential skills for autonomy in healthy decision-making. Aligned with NASP’s ethical standards (NASP, 2021), this work emphasizes the school psychologist’s role in advocating for inclusive, developmentally appropriate, and evidence-based sex education. Recommendations include integrating instruction into multi-tiered systems of support (MTSS), using accessible digital tools, and involving students in curriculum design. Programs should be tailored to cognitive abilities, culturally sensitive, and delivered through collaborative partnerships among educators, caregivers, and students in the school community. Ultimately, this review calls for a shift from protection to empowerment. By centering the voices of students with ID and addressing the systemic barriers they face, school psychologists can help ensure that all students receive the education they need to lead safe, healthy, and fulfilling lives
