Document Type

Capstone

Abstract

Background: Studies have shown that individuals with intellectual and developmental disabilities are anywhere from three to seven times more likely to be sexual abused. These individuals are also more likely to be victims of bullying and may display maladaptive sexual behaviors due to their lack of sexual health knowledge. While provision of sexual health education has been shown to have many benefits including helping to decrease bullying and increase academic success, many students in special education, especially those with intellectual and developmental disabilities, receiving little to no sexual education. This capstone project is aimed to raise awareness for the need for sexual education and increase advocacy for the adoption of sexual education programs in the special education population by providing a framework for implementing sexual education to this population and promoting occupational therapy's (OT} emerging role in this area. Methods: This project employed the use of multiple surveys to obtain information on current practices and attitudes regarding sexual education being provided to special education students. First, a needs assessment survey was sent electronically to special education staff to identify current practices and barriers to providing this subject. Next, a survey of OT practitioners and a parent survey were sent electronically to gauge attitudes and beliefs surrounding these topics. Finally, pre- and post-test surveys were used in conjunction with an educational in-service presentation. The data from the pre- and post-test surveys was calculated electronically to measure the impact of the educational presentation on project stakeholders. Results: The needs assessment identified several common barriers for providing sexual education in special education. These barriers included a lack of a modified curriculum, the perception of lack of administrative and parental support, and feelings that students would not understand the material. In addition, the OT survey revealed that a large portion of school OT practitioners did not feel that being involved in this subject was within their scope of school practice as most programs do not have a formal curriculum to allow services to be considered educationally relevant. Of the parents who participated in the parent survey, a large majority of them were in support of their special needs child receiving sexual education at school. By providing education targeting current barriers, measurable differences were found in the responses of stakeholders indicating increased positive attitudes, comfort levels, and advocacy for this topic. Conclusions: The research methods for collecting information and data in this project, including the needs assessment, surveys, and an educational session, were shown to be effective in measuring key stakeholders' needs, attitudes, knowledge, and confidence needed to take positive actions for providing sexual education in special education. Occupational therapy was viewed to be a valuable resource in the provision of sexual education to this vulnerable population due to OT's unique knowledge and skillsets related to activities of daily living, social and educational participation, modifications, and health promotion.

Publication Date

4-12-2020

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