A 10-12 page paper in which you explore the research literature about a specific interest you have about youth action and agency and what it might look like if you integrated your learning about your topic into your own praxis of youth work. I was trying to incorporate my interest in how children with disabilities do not receive sex education.
This is what I have so far. This can perhaps help but I just was not sure how this was involving youth act and agency.
Introduction
Teens with disabilities frequently encounter obstacles in their quest for comprehensive and inclusive sexuality education, despite the fact that sex education is a crucial component of adult development. In order to improve the sexual health and agency of young people with disabilities, I will examine the research literature on the topic of sex education and talk about how youth work praxis can incorporate this knowledge. I will discuss the main ideas, difficulties, and approaches associated with inclusive sex education for young people with disabilities and offer useful suggestions for youth work interventions.
Literature Review
Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario’s Educational Framework. Sexes
It is important but frequently forgotten to provide inclusive sexuality education for students with disabilities, as the paper “Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario’s Educational Framework” discusses. The introduction establishes the scene by stressing the value of comprehensive sexuality education (CSE) and the dearth of intersectional perspectives, particularly with regard to students with disabilities. It gives background information on the global conversation surrounding CSE and delineates the goals of the study. This paper outlines the research team’s cooperative work and methodology for combining intersectional studies and literature. It highlights how crucial it is to comprehend the complex experiences that students with disabilities have when it comes to sexuality education.
In order to make comprehensive sexuality education (CSE) more relevant and accessible for students with a variety of disabilities, the article’s “Results” section offers thorough recommendations. The article emphasizes the need for a holistic integration of mental health and sexuality education in the curriculum. It suggests providing in-depth guidance for educators on discussing mental health challenges, suicidal ideation, and the relationship between mental well-being and sexuality. It also highlights the importance of addressing the societal stigma surrounding mental health and promoting positive self-esteem and self-concept within sexuality education. The recommendations focus on challenging assumptions of asexuality and incompetence among students with physical disabilities. It suggests tailored pedagogical approaches to address topics like bodily autonomy, consent, and relationship complexities. Strategies include providing inclusive resources, specialized training for educators, and explicit dialogues about sexual consent for students with sensory needs. Recommendations include developing a curriculum attuned to the cognitive skills of students with intellectual disabilities, ensuring individualized instruction, and fostering collaborations between educators, caregivers, and field experts. It emphasizes the need for nuanced pedagogical strategies and continuous feedback mechanisms involving students with intellectual disabilities and their caregivers.
In general, the recommendations seek to promote equity, inclusivity, and representation in sexuality education while attending to the various needs of students with disabilities. They emphasize the value of customized pedagogical strategies, stakeholder collaboration, and ongoing curriculum content and delivery method improvement.
Sexual and Reproductive Health Care for Women with Intellectual Disabilities: A Primary Care Perspective BY Nechama W. Greenwood1 and Joanne Wilkinson1
The substantial health disparities that women with intellectual disabilities (ID) experience and the paucity of attention devoted to their sexual and reproductive health care are discussed in the article “Sexual and Reproductive Health Care for Women with Intellectual Disabilities: A Primary Care Perspective” by Nechama W. Greenwood and Joanne Wilkinson.
The article provides an overview of the various health disparities that women with ID face, including barriers to primary care access, variations in cancer screening and preventive care, availability of mental health services, and oral health concerns. It draws attention to the paucity of clinical guidelines and research on the topic of sexual and reproductive health care for women with ID, which leaves gaps in our understanding of their preferences and health requirements.Six topics related to primary care were the subject of a limited literature review by the authors. These topics included contraception, screening for STIs and cervical cancer, sex education, sexual abuse and consensual sexuality, pregnancy and parenting, and barriers to care.
The top four that I believe are important are contraception, screening for STI’s and cervical cancer, sex education, and sexual abuse and consensual sexuality. Contraception use among women with ID remains controversial, with some women using contraception to manage menstruation or prevent pregnancy. Sterilization has a complicated history, with a trend towards compulsory and involuntary sterilization of women with ID in the past. However, it should be considered a last resort option. Because the test is invasive and the incidence of cervical cancer is low in sexually inactive women with ID, there is debate over STI and cervical cancer screenings for these women. Though the prevalence of STIs is unknown, women with ID also have lower levels of knowledge about STI and HIV prevention, and are less likely to be tested for the virus. According to the article, gender differences, person-centered planning, communication about sexuality and intimacy, safer sexual practices, basic reproductive physiology, and decision-making skills should all be included in effective sex education. Since over half of all women with intellectual disabilities are thought to have experienced sexual abuse, people with ID are highly vulnerable to abuse. Despite this significant risk, women with ID are less likely than other women to report abuse, and living with a disability can make one more susceptible to abuse in some situations. Although it’s critical that primary care physicians remain vigilant regarding possible sexual abuse, it’s also critical to acknowledge that some adults with ID participate in consensual sexual behavior. The article offers helpful insights into the healthcare needs related to sexual and reproductive health that women with intellectual disabilities face, as well as actionable suggestions for primary care providers to effectively and sensitively address these needs.
Davies, A., Brass, J., Mendonca, V. M., O’Leary, S., Bryan, M., & Neustifter, R. (2023). Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario’s Educational Framework. Sexes, 4(4), 522–535. https://doi.org/10.3390/sexes4040034
Greenwood, N. W., & Wilkinson, J. (2013). Sexual and Reproductive Health Care for Women with Intellectual Disabilities: A Primary Care Perspective. International Journal of Family Medicine, 2013, 1–8. https://doi.org/10.1155/2013/642472
