The Journal of school health · 2026
Sexual Health Education for Youth With Intellectual and Developmental Disabilities: A School District Case Study.
СтатьяНазвание и аннотация: Перевод в очереди
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Zimbelman Lexie, Gupta Anahita, Savage Mykal, Palmiere Dori
Аннотация
BACKGROUND: Comprehensive and accessible sexual health education (SHE) can improve knowledge and skills among youth with intellectual and developmental disabilities (I/DD). This case study highlights how a mid-sized school district adapted and delivered SHE in high school special education (SpEd) classrooms.
CONTRIBUTIONS TO PRACTICE: Using feedback from students, teachers, and I/DD experts, school district staff adapted and piloted a SHE unit for youth with I/DD. Lessons incorporated universal design for learning principles while addressing sexual health topics and teaching strategies for youth with I/DD. Training and technical assistance improved educator comfort and delivery of SHE.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Districts creating and piloting a SHE unit should consider providing training and coaching for SpEd teachers, working with SpEd leadership to gain support and access, engaging parents to increase buy-in and reduce opt-outs, and eliciting ongoing feedback from students and teachers.
CONCLUSIONS: More practice-based research is needed to advance I/DD-inclusive SHE. Future studies examining how SHE curriculum for special education is developed, adapted, taught, and evaluated are needed while centering student voice.
CONTRIBUTIONS TO PRACTICE: Using feedback from students, teachers, and I/DD experts, school district staff adapted and piloted a SHE unit for youth with I/DD. Lessons incorporated universal design for learning principles while addressing sexual health topics and teaching strategies for youth with I/DD. Training and technical assistance improved educator comfort and delivery of SHE.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Districts creating and piloting a SHE unit should consider providing training and coaching for SpEd teachers, working with SpEd leadership to gain support and access, engaging parents to increase buy-in and reduce opt-outs, and eliciting ongoing feedback from students and teachers.
CONCLUSIONS: More practice-based research is needed to advance I/DD-inclusive SHE. Future studies examining how SHE curriculum for special education is developed, adapted, taught, and evaluated are needed while centering student voice.