Within Collaborating to Plan and Implement a Sex Education Curriculum for Individuals With Disabilities by James Sinclair, Laurie G. Kahn, Dawn A. Rowe, Valerie L. Mazzotti, Kara A. Hirano, and Christen Knowles, they discuss how important it is to create and implement an adaptive sexual education curriculum for all students. It is important to have an adaptive sexual education curriculum for all students but especially for students with a disability. Often times people with disabilities get overlooked when it comes to sexual education. People with disabilities have questions and desires just like everyone else and this oversight often leads to confusion and unanswered questions. Sexual education is an important factor within a school system “Sex education is not only a necessary component of public school curriculum, but it is also an important opportunity for students with and without disabilities to learn about their own development as emerging adults.” (Sinclair, et al. 2016)
This article lays out five steps on how to implement a proper sexual education curriculum that includes everybody. The first step that they include in this article is connecting with school boards and district personnel. This can be to help create a new sexual education curriculum, adjusting an already existing curriculum, or implementing an unused curriculum. This step is one of the most important for getting an inclusive sexual education curriculum present in the school system. The second step mentioned in the article is connecting with school administrators to get a better understanding of the school and how the sexual education curriculum could fit and benefit within the school. School administrators can provide insight into the workings of the school and individual students who would benefit from the sexual education curriculum. The third step is planning for instruction with general education teachers. This step is important on getting everyone on the same page as well as making sure the teachers are comfortable with what is being taught. They suggest within the article that special education teachers and general education teachers should collaborate to ensure the delivery of the course is beneficial to all students. The fourth step is engaging families and caregivers in planning. By including families they can get a look into what is being taught as well as help implement the learning into everyday life. The fifth and final step is engaging students in planning and instruction. This step is important to ensure that all students’ questions and concerns are being addressed as well as any and all possible accommodations and modifications that may need to be implemented. These steps give a good starting point into how to implement a sexual education curriculum that is beneficial to all including those with disabilities.
The next step I want to take is finding other articles that address the sexual education curriculum for people with disabilities. After finding other articles that relate to the one above I will then compare and contrast my findings with the article. By researching deeper into sexual education for people with disabilities I hope to create a better understanding of the topic as well as inform others of the importance of a fair and just sexual education curriculum.
Sinclair, James, et al. “Collaborating to Plan and Implement a Sex Education Curriculum for Individuals With Disabilities.” Career Development and Transition for Exceptional Individuals, vol. 40, no. 2, 2016, pp. 123–128., doi:10.1177/2165143416670136.