- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
Sex Education Materials Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: firstname.lastname@example.org
Addressing Sexuality Education Anchorage, AK: SESA. SESA, Spring 2002, pp.1-16. (2002) This publication gives various forms of information on sex education for people with disabilities. It includes tips for parents for talking about sexuality with their children, rules for teachers, and information on helping to embrace the sexuality of people with disabilities. Other articles in the publication include sexuality and teens with developmental disabilities, sexual abuse, consent to sexual activity, and sexuality in persons with Down Syndrome. Includes resources with contact information.
Compilation of Your Comments on Social/Sexual Issues from the Family Specialist Listserv (2002) This is a compilation of comments submitted by participants of the Family Specialist conference in Spring 2002. It contains questions and comments about what the participants would like to see addressed in the conference as well as common issues they are experiencing when it comes to the topic of sexuality and people with disabilities.
The Development of Social/Sexual Skills: Preparing Students to Succeed in School and Beyond --Belote, Maurice. Austin, TX: Texas Deafblind Project. 2005 Texas Symposium on Deafblindness. (2005) This article describes the importance of sex education for all students. It is especially important for those with hearing and vision impairment who who do not have access to information through incidental learning. Barriers that impede the development of sex education programs, and solutions are identified. A skeletal outline for a sex education program for all students is provided. A list of resources is also included. Also includes a reprint an article from See/Hear that describes strategies for minimizing the risk of sexual abuse among persons with disabilities. Strategies include starting to discuss issues of sexuality at a young age, knowing people who interact with your child, teaching abuse prevention skills in a generalized manner, teach terminology including slang and respect privacy and insist that others do so too. Also suggest teaching appropriate behaviors and putting relevant goals in the IEP.
Making Social Relationships an Integral Part of Sex Education --Dukes, Charles. TASH. TASH Connections, vol. 30, #7/8, July/August 2004. (2004) Advocates for sex education for persons with significant disabilities to include more than basic information on the mechanics of sex. A complete program should focus on elements that help individuals to develop concepts around relationships, communication and respect. Components of training should include social interactions, environments and cross-environmental supports.
Opportunities and Barriers for Deafblind People --Hart, Paul. Edinburgh: Sex Education for Children and Young People with Visual Impairment including those with Multiple Disabilities Conference, Tuesday 11th March 1997 The Royal Blind School, Edinburgh. (1997) The author works in the residential and day services that are provided by Sense. The principal purpose of this presentation is to focus on the information and education that needs to be made available to clients, in order that they are in a better position to know more about themselves, more about their role and place in the world and to know more about developing significant relationships. He discusses the variety of opportunities that are around for clients, but also highlights various barriers that have to be overcome if Sense's clients are to readily access these opportunities. Some of what is described is very positive and will demonstrate how Sense Scotland has tackled various issues, and found solutions which allow sex education to be delivered to clients within the overall curricular framework of Personal and Social Development. However the author also highlights a variety of barriers which Sense staff have struggled to overcome and for which solutions are still outstanding. Available on the web: http://www.ssc.education.ed.ac.uk/resources/vi&multi/hart97.html
Parental Training and Involvement in Sexuality Education for Students who are Deaf --Gabriel, Kamieka O. S.; Getch, Yvette Q. AMERICAN ANNALS OF THE DEAF, vol. 146, #3, 2001, pp. 287-293. (2001) This study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Questionnaire for Educators of Students Who Are Deaf was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools.
Personal and Sexual Development: A Vital Part of Life for Young People Who are Deafblind and their Families DBI REVIEW, vol. 28, July-December 2001, pp. 12-13. (2001) This article, written by the mother of a deafblind son, focuses on the need for better sexual education for people who are disabled. She describes her experience raising her son and a very uncomfortable situation that occurred. Describes how her sons' episodes of sexual inappropriateness were handled by his school. Also provides her thoughts on things that could be done to help students with disabilities learn about sexuality and appropriate behavior.
Rationale and Recommendations for Sexuality Education in Schools for Students Who Are Deaf --Getch, Yvette Q.; Branca, Dorry L.; Fitz-Gerald, Della; Fitz-Gerald, Max. AMERICAN ANNALS OF THE DEAF, vol. 146, #5, December 2001, pp. 401-408. (2001) This article discusses sex education for deaf students. The authors evaluate and advocate the need for comprehensive sexuality education that meets the unique needs of youth who are deaf or hard of hearing. The article also calls for the expansion of teacher preparation in this area. It looks at teacher characteristics, role of the administrative team, and parent and community involvement.
Sex Education for Deaf-Blind Youths and Adults --Ingraham, Cynthia L.; McCay, Vernon; Clemente, Brenda; Olney, Linda. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 94, #12, December 2000, pp. 756-761. (2000) This article describes a model sex education program developed for youths and adults who are deaf-blind by the Helen Keller National Center for Deaf-Blind Youth and Adults. In addition, it also discusses major related issues and presents general recommendations and a resource for further information.
Sex Education for Students with Disabilities: An Evaluation Guide --Wolfe, Pamela S.; Blanchett, Wanda J. TEACHING EXCEPTIONAL CHILDREN, vol. 36, #1, 2003, pp. 46-51. (2003) This article provides information for educators on how to select an appropriate sex education curriculum for students with disabilities. It provides several strategies to review appropriate sexuality curriculum, including an instrument to evaluate components of the curriculum, and a set of questions designed to assist educators in finding a match between the curricula, the needs of the students and their families, and available resources. Discusses development of the Sexuality Education Protocol (SEP) instrument and provides a sample of this tool.
Sexuality: Your Sons and Daughters with Intellectual Disabilities --Schwier, Karin Melberg; Hingsburger, Dave, M.Ed. Baltimore: Paul H. Brookes Publishing Co. (2000) Parents play a key role in making sure their child develops healthy sexuality, that sense of self-confidence that helps make us all well-adjusted individuals. In this book, parents of children with intellectual disabilities, learn how to interact with their children - no matter their age or ability - in a way that increases their self-esteem, encourages appropriate behavior, empowers them to recognize and respond to abuse, and enables them to develop lifelong relationships. Parents share their joys and challenges of raising a child with an intellectual disability as they offer helpful advice and practical strategies. Individuals with intellectual disabilities, share and explain what is important to them as well. Publisher's web site: http://www.brookespublishing.com.
Sexuality Courses for Deafblind People --Krogsgaard, Mie. WORKSHOP, vol. 24, #7, 1999, pp. 1-2. Proceedings of the 12th Deafblind International World Conference, July 20-25, 1999, Lisbon, Portugal. (1999) This speaker provides information on sexuality courses for deafblind people in Denmark. It includes six directives for sexual guidance from the National Danish Welfare Board and a brief description of the Guidance model which is used to assess and plan for sexuality education.
Sexuality Education for Individuals with Deafblindness and Significant Developmental Delays --Blaha, Robbie, M.Ed. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper focuses on children with deafblindness with additional significant developmental delays and sexuality education.
Sexuality/Sexual Abuse Awareness --Strike, Corrine. WORKSHOP, vol. 24, #7, 1999, pp.1-3. Proceedings of the 12th Deafblind International World Conference, July 20-25, 1999, Lisbon, Portugal. (1999) This speaker talks about sexuality and sexual abuse awareness in relation to people with sensory impairments and learning disabilities. Describes an overview of a training that SENSE is conducting with its staff. Describes some of the group activities that the training covers, and the sexual abuse policy that is in place.
Social/Sex Education: A Problem-Solving Framework --Miller, Thomas. WORKSHOP, vol. 22, #7, 1999, pp. 1-9. Proceedings of the 12th Deafblind International World Conference, July 20-25, 1999, Lisbon, Portugal. (1999) This speech provides a thorough discussion of issues around sex education for deaf-blind students. It includes an overview of current problems, descriptions of individuals who are deafblind, a variety of curricula samples, and strategies for instruction. Also includes recommendations for policy development and references.
Special Series: Issues of Sexuality for People With Developmental Disabilities --Bambara, Linda M. (Ed.); Brantlinger, Ellen (Ed.) New York: The Association for Persons with Severe Handicaps (TASH) RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, vol. 27, #1, Spring 2002, pp. 1-95. (2002) This collection of articles deals exclusively with issues of sexuality for people with developmental disabilities. Featured articles describe how to develop healthy sexuality through attitudes, systems and policies. Describes the behavioral risks and how to manage them, how to overcome barriers to expressing sexuality, and reviews sexuality education curricula. Additional articles describe sexuality education for adults with cognitive disabilities in Austria, and barriers to the development of intimate relationships among people with developmental disabilities from their perspective.
STARS - Skills Training for Assertiveness, Relationship-Building and Sexual Awareness: A Guidebook for Teaching Positive Sexuality and the Prevention of Sexual Abuse for People with Developmental Disabilities --Heighway, Susan; Webster, Susan Kidd. Madison, WI: (1998)Designed as an instructional guide to teaching human sexuality to people with developmental disabilities. The activities are designed primarily for use with older teens and adults with mild/moderate developmental disabilities. The STARS model focuses on four content areas: Understanding Relationships, Social Interaction, Sexual Awareness, and Assertiveness, with the goals of promoting positive sexuality and preventing sexual abuse. Assessment tools are provided for identifying the strengths and needs of each person in order to design and individualized training program.