Literature Review on Provision of Appropriate and Accessible ...

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4.3.1 Components of sex education programmes for people with
intellectual disability
According to Whitehouse and McCabe (1997), although sex education
curricula for people with intellectual disability exist (for example,
Blanchett and Wolfe, 2002), more research is needed to establish the
effectiveness of these programs beyond transmission of knowledge, to
include global aspects of sexual health practices and abuse prevention.
While there is conflicting evidence as to whether and how far sex
education can protect people from abuse, McCarthy (1999) contends
that it is still important that people with learning disabilities have access
to it so that they can learn to differentiate between acceptable and
unacceptable behaviour.
Support to People with an Intellectual Disability who are
Accessible
and Appropriate of Provision on <strong>Review</strong> <strong>Literature</strong>
Experiencing Crisis Pregnancy
Steele & Cato (1989) note that providing appropriate sex education
to women with intellectual disability may help them become more
proficient at appropriate decision-making and help protect them from
sexual abuse. Dotson et al. (2003) suggest that sex education inputs
could include the following topics: friendship, intimacy, masturbation,
non-conventional and safe sex practices, co-habitation, sexual sideeffects
of medication, sexual exploitation, social and protective skills
and assertiveness training. Meanwhile, McGaw (1997) asserts that there
is a pressing need to ensure that women with learning disabilities are
given information about family roles, parenting responsibilities and child
development in clear, simple terms. This should preferably happen
during adolescence.
In relation to information about sexuality and relationships, Family
Planning, New South Wales recommended that:
• Information needs to be provided over the long term, at a simple
level, and with one-to-one follow up. People need opportunities
to practise what they learn so they can generalise their skills.
Concepts and skills need to be incorporated into the person’s
everyday life in their usual environments.
• For people to have control over their lives they require access to
accurate information at the time when it is needed and presented
in a way that is meaningful to them.