Sexuality and Relationship Education for persons with Intellectual disabilities in the Czech Republic

Abstract

Research focus: Sexuality and relationship education improves individuals' sexual health through developing sexual competencies. Every individual regardless of their disability have the right to this education. However, access to sexuality and relationship education seems to be insufficient to individuals with intellectual disabilities. This study aimed at exploring the strategies for teaching sexuality and relationship education to persons with intellectual disability in Czech Republic. Research methods: The research approach adopted in this dissertation was a qualitative one based on purposive sampling. Semi-structured interviews were conducted with 7 participants from special school and 2 from social services day care centre for adults with ID. The interviews were recorded, transcribed and analysed thematically. Findings: Research findings indicated that sexual and relationship education is provided to individuals with mild intellectual disability in the school while it is reactive rather than proactive at the day care centre for adults with ID. Both the school and the centre seem to believe that individuals with severe Id will not benefit from SRE. The study also revealed that there is need for parents involvement so that messages given to these individuals are constant. Conclusions: The main...

Research focus: Sexuality and relationship education improves individuals' sexual health through developing sexual competencies. Every individual regardless of their disability have the right to this education. However, access to sexuality and relationship education seems to be insufficient to individuals with intellectual disabilities. This study aimed at exploring the strategies for teaching sexuality and relationship education to persons with intellectual disability in Czech Republic. Research methods: The research approach adopted in this dissertation was a qualitative one based on purposive sampling. Semi-structured interviews were conducted with 7 participants from special school and 2 from social services day care centre for adults with ID. The interviews were recorded, transcribed and analysed thematically. Findings: Research findings indicated that sexual and relationship education is provided to individuals with mild intellectual disability in the school while it is reactive rather than proactive at the day care centre for adults with ID. Both the school and the centre seem to believe that individuals with severe Id will not benefit from SRE. The study also revealed that there is need for parents involvement so that messages given to these individuals are constant. Conclusions: The main...