Disability writing, Sexuality education

Students can teach us about sex education

by Iva and Julie

Teachers can learn a lot from students with intellectual disability when it comes to educating them about sexuality, according to our recent study in NSW schools.As part of our research into sexuality education in NSW high schools, we spoke to parents, teachers and students. (Sex Education Needs to be Explicit)

The findings from students were most instructive. Students told us that through school they had learned about such topics as relationships, using contraception, having children and taking care of them, sexually transmitted illnesses, puberty, and women’s and men’s bodies. 

Julie (left) and Iva working on their research.
Juile, left, and Iva working on their research

However, not all students in our study learnt about different sexuality and gender identities, leading to some confusion.

One student told us: “I would have liked to know about the different types of sexuality, so I didn’t think I was super-weird. … You had to find out through someone else, like, ‘Oh, if you’re feeling like this, maybe you have this.’” 

“They’re like, ‘Oh, my God, I feel so much better, knowing I have a name to this!  It was like, yes, names help! It also makes you feel like, well, hey, if there’s a name for this, I’m not the only one who’s feeling it! ’ ”

The students also told us that the resources their teachers mostly used in sexuality education classes included videos, books and worksheets. Only one student mentioned the use of pictures. The students had many recommendations for teachers, which included:

  • Using large font size
  • Simplifying language used in classes, as the use of complicated terms by teachers impacted on their ability to understand what they were being taught
  • Explaining vocabulary used in each lesson
  • Using a question box, so that students can pose their questions about sexuality anonymously
  • Teaching students how to do Google searches
  • Allowing students to use time out cards and/ or bean bags when they feel stressed out.

In addition, less than a third of the students attended their Individual Education Plan (IEP) meeting, and none of them ever received a copy of their own IEP. 

This worries us tremendously, as this means that students with intellectual disability might not have a say in planning for their learning and do not even know what their learning plan is! How are they meant to learn self-determination and independence? This really is against the “Nothing about us without us” disability movement motto.

All of the suggestions made by students are in line with evidence-based practices, that is practices evaluated by research as efficient and beneficial for students

Iva and Julie

All of the suggestions made by students are in line with evidence-based practices, that is practices evaluated by research as efficient and beneficial for students. Such evidence-based practices include direct instruction, task analysis, video modelling, active participation in IEP meetings, and many others. 

These are some great resources for teachers to learn about evidence-based practices that can be used across different subject areas, not just sexuality education:

There is also this amazing resources developed by our colleague, Professor Michael Wehmeyer, which helps teachers to explain to students with disabilities the purpose of IEPs, and how to take part in these in a meaningful and self-determined way. The program is called Whose Future Is It Anyway?, and it is accessible here, free of charge: http://www.ou.edu/education/centers-and-partnerships/zarrow/transition-education-materials/whos-future-is-it-anyway 

It is important that students understand what is being taught, get information in a way they understand, and be supported by teachers and family.

PLAIN ENGLISH VERSION

We talked to the following people in our study:

  • Students with intellectual disability
  • Their parents
  • Their teachers.

Students with intellectual disability from New South Wales high schools said the following information in our study:

  • Teachers can learn a lot when it comes to teaching about sexuality.
  • Sexuality education needs to be clearly discussed.

Students also said that they learnt about these topics in their sexuality education classes:

  • Relationships
  • Contraception
  • Having children
  • Taking care of children
  • Sexual Transmitted diseases (STI’s)
  • Puberty and
  • Women’s and men’s bodies

Teachers used the following resources to teach them:

  • Video’s
  • Books
  • Worksheets and
  • One student talked about pictures

Not all students learnt about:

  • Different sexuality or
  • Genders (the fact of being who a person is).

This was confusing to some people. For example, one student said:

  • “I would like to have known the different types of sexuality, so I did not think about I was super-weird.”
  • “I feel so much better knowing I have a name to this.”
  • “It also makes you feel like … I am not the only one who is feeling it.”

Students had many ideas for teachers to think about:

  • Use large font (size 14 or above)
  • Use simple language so students understand
  • Explain language in lessons
  • Use a question box for students to write questions down so it’s private on who said what
  • Support students to learn to use Google searches
  • Use tine out cards, bean bags when stressed
  • Provide information in plain English

Only 3 students attended their Individual Education Plan meeting (IEP).

No students received a copy of their IEP!

This worries us greatly because:

  • Students might not have a say in planning for their learning.
  • How they will learn self-determination (being independent)?
  • It’s going against our saying in disability movement:

“Nothing about us without us”.

All of the suggestions from students are in line with information about practices that work for students.

These practices are called “evidence-based practices”.

Here are some examples:

  • Direct Instructions
  • Task Evaluation
  • Video
  • Taking part in IEP Meetings

There are great resources for teachers about these practices – see list below:

The National Professional Development Center on ASD (NPDC): https://autismpdc.fpg.unc.edu/evidence-based-practices

Iva Strnadová and Julie Loblinkz are research partners and friends. They host the blog Disability and Me. Both are strong advocates for people with intellectual disability.