Teachers’ and parents’ perspectives on sexuality education for children with intellectual disabilities

Abstract

This study was designed to quantitatively measure these three dimensions among 175 participants comprising parents and school-related professionals, including teachers, therapists, and caregivers working in care homes. Data was collected through structured questionnaires that assessed factual understanding, attitudinal orientations, and self-reported behavioral practices concerning sexuality education. The results indicated that while participants generally possessed adequate knowledge of sexuality education, negative or hesitant attitudes often constrained its effective implementation. These attitudes may stem from cultural taboos, personal discomfort, or lack of training in addressing sensitive issues with children who have intellectual disabilities. Nevertheless, the behavioral scores were relatively high, demonstrating that participants did make efforts to engage in sexual education, though they frequently encountered difficulties such as insufficient resources, challenges in simplifying abstract concepts, and uncertainties in applying appropriate teaching methods. Furthermore, the analysis revealed significant differences among participant groups in terms of knowledge and attitudes, suggesting variations in how different stakeholders perceive and approach sexuality education. However, no significant differences were observed in behavioral practices, indicating a shared commitment to implementation despite underlying disparities in knowledge and attitudes. These findings underscore the importance of addressing not only the informational aspect of sexual education but also the attitudinal and practical barriers faced by educators and caregivers. Strengthening training opportunities, enhancing access to resources, and fostering more open discussions about sexuality education could help ensure that children with intellectual disabilities receive consistent and effective support, thereby reducing their vulnerability and promoting healthier development.