Sexuality Education for Children and Youth with Autism Spectrum Disorder in Canada
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| Title: | Sexuality Education for Children and Youth with Autism Spectrum Disorder in Canada |
|---|---|
| Language: | English |
| Authors: | Davies, Adam W. J., Balter, Alice-Simone, van Rhijn, Tricia (ORCID |
| Source: | Intervention in School and Clinic. Nov 2022 58(2):129-134. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Teaching Methods, Sex Education, Sexuality, Puberty, Inclusion, Autism Spectrum Disorders, Foreign Countries, Students with Disabilities, Gender Differences, Interpersonal Relationship, Skill Development, Parent Attitudes, Student Attitudes, Guidance, Special Education |
| Geographic Terms: | Canada |
| DOI: | 10.1177/10534512211051068 |
| ISSN: | 1053-4512 1538-4810 |
| Abstract: | With no standardized approach to sexuality education among Canada's 13 provinces and territories and the various curricula focusing on neurotypical and non-disabled children, educators have insufficient instruction and lack appropriate training on how to address sexuality education for children and youth with disabilities, particularly children and youth with autism spectrum disorder (ASD). This article provides the current context of sexuality education for children and youth with ASD in Canadian schools and guidance for more inclusive approaches with attention to three important areas: puberty, relationships, and gender and sexual diversity. Recommendations are offered to support more inclusive approaches to sexuality education, acknowledging that a one-size-fits-all approach is insufficient for children and youth with ASD. The recommendations focus on three goals: (a) moving beyond simple knowledge-based approaches to include skill-building; (b) including parents, autistic voices, and advocates in planning and ongoing conversations; and (c) providing supports for educators. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1353046 |
| Database: | ERIC |
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