Predictors of Access to Sex Education for Children with Intellectual Disabilities in Public Schools

Autor/inn/en	Barnard-Brak, Lucy; Schmidt, Marcelo; Chesnut, Steven; Wei, Tianlan; Richman, David
Titel	Predictors of Access to Sex Education for Children with Intellectual Disabilities in Public Schools
Quelle	In: Intellectual and Developmental Disabilities, 52 (2014) 2, S.85-97 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9556
DOI	10.1352/1934-9556-52.2.85
Schlagwörter	Longitudinal Studies; Mental Retardation; Public Schools; Sex Education; Equal Education; Severity (of Disability); Special Education; Teacher Attitudes; Predictor Variables; Communication Skills; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geistige Behinderung; Public school; Öffentliche Schule; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Schweregrad; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Prädiktor; Kommunikationsstil
Abstract	Data from the National Longitudinal Transition Study-2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teacher opinions and perceptions of the likelihood of the students benefiting from sex education found that most teachers indicated that students without ID or with mild ID would benefit (60% and 68%, respectively), but the percentage dropped to 25% for students with moderate to profound ID. Finally, across all students, the only significant demographic variable that predicted receipt of sex education was more expressive communication skills. Results are discussed in terms of ensuring equal access to sex education for students with ID in public schools. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10