Inclusive Postsecondary Sex Education Using Inquiry-Based, Peer-Led Learning (Practice Brief)
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| Title: | Inclusive Postsecondary Sex Education Using Inquiry-Based, Peer-Led Learning (Practice Brief) |
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| Language: | English |
| Authors: | Kaitlyn Myers, Sarah Louise Curtiss |
| Source: | Journal of Postsecondary Education and Disability. 2025 38(1):439-446. |
| Availability: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Inclusion, Postsecondary Education, Sex Education, Inquiry, Peer Teaching, Students with Disabilities, College Students, Large Group Instruction, Small Group Instruction, Power Structure, Evaluation Methods |
| Geographic Terms: | Delaware |
| ISSN: | 2379-7762 2328-3343 |
| Abstract: | Sex education in the United States is rarely comprehensive and inclusive, and individuals with disabilities are typically left out of sex education programs and conversations. When they do have access to sex education, it tends to focus on abuse prevention while ignoring sexual expression. The dearth of sex education available for disabled young adults has led to a need for self-directed sex education programs at the postsecondary level. Such a program, named Included, is inclusive of students with and without disabilities. Through flexible eight-week sessions, Included encourages students to ask questions, find reliable answers, and create content to share on Instagram. Included consists of weekly small and large group meetings. Large group meetings aim to evaluate content created by small groups and develop group members' identities as sex educators. Small group meetings aim to promote peer-led creation of material related to sexuality topics of interest. Grounded in the principles of inquiry-based learning, this peer-led program provides a structure for individuals to develop an understanding of diverse topics in sexuality while developing sex educator skills. From continuous improvement efforts and a community-based participatory research project, we learned that group members gained competence in sexuality topics and facilitation skills. The collaborative nature of the project encouraged an ongoing evolution of practices to increase the groups' effectiveness and inclusivity. Included is a promising emerging practice encouraging access to self-directed sex education at the postsecondary level for students with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483219 |
| Database: | ERIC |
| Abstract: | Sex education in the United States is rarely comprehensive and inclusive, and individuals with disabilities are typically left out of sex education programs and conversations. When they do have access to sex education, it tends to focus on abuse prevention while ignoring sexual expression. The dearth of sex education available for disabled young adults has led to a need for self-directed sex education programs at the postsecondary level. Such a program, named Included, is inclusive of students with and without disabilities. Through flexible eight-week sessions, Included encourages students to ask questions, find reliable answers, and create content to share on Instagram. Included consists of weekly small and large group meetings. Large group meetings aim to evaluate content created by small groups and develop group members' identities as sex educators. Small group meetings aim to promote peer-led creation of material related to sexuality topics of interest. Grounded in the principles of inquiry-based learning, this peer-led program provides a structure for individuals to develop an understanding of diverse topics in sexuality while developing sex educator skills. From continuous improvement efforts and a community-based participatory research project, we learned that group members gained competence in sexuality topics and facilitation skills. The collaborative nature of the project encouraged an ongoing evolution of practices to increase the groups' effectiveness and inclusivity. Included is a promising emerging practice encouraging access to self-directed sex education at the postsecondary level for students with disabilities. |
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| ISSN: | 2379-7762 2328-3343 |
