SESA - Spring '02 Reference Shelf - Sexuality and Puberty
By Pamela S. Wolfe, Ph. D. and Wanda J. Blanchett, Ph.D.
Embracing our sexuality and expressing ourselves, in the manner in which
we choose, is a natural and fulfilling aspect of all of our lives. Thus, all
of us are entitled to the right to sexual expression and access to complete
and accurate information regarding human sexuality. As natural as sexuality
and sexual expression are, few individuals with disabilities (especially those
with significant disabilities) have been able to express their sexuality due
to societal ignorance, fear, and denial of their sexuality and right to expression.
These attitudes are based, in part, upon historical events pertaining to issues
of sexuality as they relate to individuals with disabilities. Throughout the
1800s and the early 1900s, individuals with disabilities were often viewed
as asexual beings (Blachett, Wolfe, & Ruhl, 2000). Consequently, their
sexuality was denied altogether.
Individuals with disabilities were also sterilized during the late 19th and
early 20th centuries, without their consent, to suppress their sexuality and
rights to procreation (Elkins & Anderson, 1992; Lettrie & Fox, 1990).
This era, known as the Eugenics Movement, supposedly emerged out of fear that
individuals with disabilities, if allowed to procreate, were likely to produce
offspring with disabilities, as well.
This inhumane treatment of individuals with disabilities resulted in a more
aggressive and effective Disability Rights Movement that challenged our society
to rethink its treatment of individuals with disabilities. The movement, lead
by self-advocates, advocates, and human rights/policy organizations, was successful
in ending involuntary sterilization and changing society’s perceptions
to some extent. Despite the progress that has been made, many individuals
with disabilities still do not have access to socio-sexual information (Blanchett,
2000). This article will offer practical recommendations for providing socio-sexual
training to students with disabilities.
Clear Policy Statements Should be Established by Districts and Agencies
Regarding Sexual Information and Behavior
It has been argued that the present laws designed to protect individuals with
disabilities may affect the legitimacy of sexual expression (Abramson, Parker,
Weisberg, 1988). Agencies and school districts should have clear policies
related to sexual behavior of those who utilize their services. However, such
policies must acknowledge the basic sexual rights and responsibilities of
persons with disabilities, not simply negate such activity. The development
of policy statements should include a variety of constituents such as students,
parents, community leaders, health care providers, educators, self-advocates,
direct support staff and administrators. Policies should address the purpose
and objectives of any sexuality training, a list of standards of policy and
behavior, and how the policy will be implemented, interpreted and enforced.
Socio-sexual Information Must be Made Available to Students with Disabilities
Beginning at a Young Age and Systematically Integrated into Individualized
Education Plans (IEPs) and Transition Plans Throughout Their School Years
Information related to sexuality often is not made available at all to individuals
with disabilities at any age due to the misperception that they are perpetual
children. However, age appropriate information should be made available to
students as early as possible and be appropriate to their level of comprehension.
For young children, concepts may be introduced such as the differentiation
between public and private. In later years, that same concept could be expanded
to include differentiation of appropriate places for sexual expression.
Further, socio-sexual planning should be conducted in a formalized manner
during the development of transition plans when educators are preparing students
to undertake adult roles and responsibilities. Socio-sexual issues can be
addressed as a separate domain or may be fused into leisure domain by preparing
students for the development of relationships or in independent living domain
areas by instructing students on the need to respect the privacy of others.
Educators have the responsibility to plan explicitly for sex education and
to assure that issues are addressed in a formal manner through inclusion on
an Individualized Education Plan (IEP) or transition plan.
Socio-sexual Training Must be Taught by Know- ledgeable Personnel who are
Aware of their Personal Attitudes/Biases
The effect of personal values on educational content and delivery has long
been an issue in educational programming. Service personnel have struggled
with the question of whether content can ever be “value free.” The
issue of personal values becomes even more magnified when dealing with sexuality
and persons with disabilities given that some individuals have severely restricted
access to personal choice options. Research has indicated that educators hold
different attitudes toward issues such as the right to have children, appropriate
expressions of sexuality, and appropriate relationships. Further, these attitudes
are often based on the level of disability of the individual (Wolfe, 1997).
Personnel delivering socio-sexual information should be aware of their personal
values related to sexuality and persons with disabilities and actively guard
against imposing their values on others. Equally, it is important to acknowledge
that not everyone is capable or should deliver sex education curricula. Some
personnel may not feel comfortable talking about sexual issues in a frank
and open manner. Other individuals may only feel comfortable addressing individuals
of a certain gender or sexual orientation. Personal traits associated with
successful sex education include: credibility, knowledge, trust, “acceptingness,”
approachability, flexibility, and authenticity (Romaneck & Kuehl, 1992).
Personnel who teach socio-sexual curricula should have access to accurate
and current information. This information should be made available at both
preservice and inservice levels.
Socio-sexual Curricula Should be Comprehensive in Nature
A review of current sex education curricula reveals that content areas such
as anatomy, birth control, and hygiene are typically addressed. However, curricula
infrequently or inadequately address critical issues such as friendship, dating,
respect toward a sexual partner, and non-heterosexual relationships. Granted,
those of us who have taught know that the area of social skills and friendships
is often difficult to teach well. Equally, however, we know that social skills
and relationships are key to acceptance and quality of life and, therefore,
must be addressed.
Also frequently absent from traditional sex education curricula are strategies
for consumer self-advocacy related to sexuality. Individuals with disabilities
should be helped to develop the skills to advocate for their sexual expression
so that they are not dependent on caregivers and other personnel. Self-advocacy
in the area of sexuality might include the right to say no, protection from
abuse, understanding sexual expression as a natural part of life, reduction
of fear and myths, strategies for communicating choice, and how to speak out
against discrimination.
Socio-sexual Curricula Should be Taught Using Best Practice Methodologies
The human service field has advanced considerably in our understanding of
effective methods of instruction for persons with significant cognitive disabilities.
Collective best practice for instruction includes technologies such as prior
assessment of knowledge, explicit instruction, concept development such as
the use of “big” ideas to group concepts, generalization and maintenance
strategies, prompting, chaining, and reinforcement (Snell & Brown 2000).
These same technologies should be applied to teaching socio-sexual curricula
in a systematic manner. If not outlined in the available curricula or materials,
instructors should assess prior knowledge, present material using prompt systems
with fading, make sure that there is adequate review of concepts, and that
concepts are linked together in a meaningful way. Further, instructors should
actively program for generalization of skill through strategies such as general
case programming.
Our field has long struggled to maintain that persons with disabilities should
have access to the same quality of life that is available to persons without
disabilities. This right to a quality of life should extend to issues of sexuality,
as well. Persons with disabilities should have the right to express their
sexuality in the manner they choose. If our field is to move forward, we must
accord individuals with disabilities with the right to sexual expression and
the responsibilities that accompany that right.
Pamela S. Wolfe is Associate Professor in the Department of Educational
and School Psychology and Special Education at The Pennsylvania State University
in University Park, PA.
Wanda J. Blanchett is a member of the National TASH Executive Board and
an Assistant Professor in the Department of Exceptional Education at the
University of Wisconsin-Milwaukee.Questions or comments concerning this
article may be addressed to: Wanda J. Blanchett, Ph.D., Assistant Professor,
Department of Exceptional Education, University of Wisconsin-Milwaukee,
PO Box 413, Milwaukee, WI 53201, Tel: (414) 229-2656; Email: wjblanch@uwm.edu.
Permission to reprint granted by TASH. For more information: 29 W. Susquehanna
Avenue, Suite 210, Baltimore, MD 21204; Tel:(410) 828-8274; Web site at http://www.tash.org.
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