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'One Size Does Not Fit All'. The Voices of Professionals Regarding the Delivery of Relationships and Sexuality Education to Children and Young People with Intellectual Disability: Findings from a UK-Wide Qualitative Study

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Title: 'One Size Does Not Fit All'. The Voices of Professionals Regarding the Delivery of Relationships and Sexuality Education to Children and Young People with Intellectual Disability: Findings from a UK-Wide Qualitative Study
Language: English
Authors: Michael Brown (ORCID 0000-0003-3230-401X), Mark Linden, Lynne Marsh (ORCID 0000-0003-4296-1291), Maria Truesdale (ORCID 0000-0003-3081-7858), Fintan Sheerin (ORCID 0000-0002-4272-7756), Freda McCormick
Source: Journal of Applied Research in Intellectual Disabilities. 2026 39(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Sex Education, Students with Disabilities, Intellectual Disability, Foreign Countries, Professional Personnel, Allied Health Personnel, Social Work, Teachers, Attitudes, Interpersonal Relationship, Interpersonal Communication, Lifelong Learning, Student Needs
Geographic Terms: United Kingdom
DOI: 10.1111/jar.70223
ISSN: 1360-2322
1468-3148
Abstract: Background: Relationships and sexuality education (RSE) is critical for children and young people with intellectual disabilities; yet, it is a contentious issue. This study explored the views and experiences of professionals regarding RSE programmes. Method: Semi-structured individual interviews were conducted with 16 health, social care and education professionals. Professionals came from across the UK (England n = 5, Scotland n = 1, Wales n = 2, Northern Ireland n = 8). Interview data were subjected to thematic analysis. Results: Three themes emerged: (i) preparation for success; (ii) effective communication and lifelong learning and (iii) individual support and resources. Professionals were motivated and committed to offer the best learning experience possible. There is inconsistency in delivery across programmes, taking time and effort to develop. Conclusions: The development of structured programmes and tailored resources is necessary to enable practitioners to effectively support and deliver RSE.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504199
Database: ERIC
FullText Text:
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  Data: 'One Size Does Not Fit All'. The Voices of Professionals Regarding the Delivery of Relationships and Sexuality Education to Children and Young People with Intellectual Disability: Findings from a UK-Wide Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Michael+Brown%22">Michael Brown</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3230-401X">0000-0003-3230-401X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+Linden%22">Mark Linden</searchLink><br /><searchLink fieldCode="AR" term="%22Lynne+Marsh%22">Lynne Marsh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4296-1291">0000-0003-4296-1291</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Truesdale%22">Maria Truesdale</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3081-7858">0000-0003-3081-7858</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fintan+Sheerin%22">Fintan Sheerin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4272-7756">0000-0002-4272-7756</externalLink>)<br /><searchLink fieldCode="AR" term="%22Freda+McCormick%22">Freda McCormick</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Intellectual+Disabilities%22"><i>Journal of Applied Research in Intellectual Disabilities</i></searchLink>. 2026 39(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Sex+Education%22">Sex Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Personnel%22">Professional Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink>
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  Data: 10.1111/jar.70223
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  Data: 1360-2322<br />1468-3148
– Name: Abstract
  Label: Abstract
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  Data: Background: Relationships and sexuality education (RSE) is critical for children and young people with intellectual disabilities; yet, it is a contentious issue. This study explored the views and experiences of professionals regarding RSE programmes. Method: Semi-structured individual interviews were conducted with 16 health, social care and education professionals. Professionals came from across the UK (England n = 5, Scotland n = 1, Wales n = 2, Northern Ireland n = 8). Interview data were subjected to thematic analysis. Results: Three themes emerged: (i) preparation for success; (ii) effective communication and lifelong learning and (iii) individual support and resources. Professionals were motivated and committed to offer the best learning experience possible. There is inconsistency in delivery across programmes, taking time and effort to develop. Conclusions: The development of structured programmes and tailored resources is necessary to enable practitioners to effectively support and deliver RSE.
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  Data: 2026
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        Value: 10.1111/jar.70223
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      – SubjectFull: Sex Education
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Intellectual Disability
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Professional Personnel
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: United Kingdom
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      – TitleFull: 'One Size Does Not Fit All'. The Voices of Professionals Regarding the Delivery of Relationships and Sexuality Education to Children and Young People with Intellectual Disability: Findings from a UK-Wide Qualitative Study
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