Sexuality Education for Children and Youth With Autism Spectrum Disorder in Canada

With no standardized approach to sexuality education among Canada’s 13 provinces and territories and the various curricula focusing on neurotypical and non-disabled children, educators have insufficient instruction and lack appropriate training on how to address sexuality education for children and...

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Bibliographic Details
Published in:Intervention in school and clinic 2022-11, Vol.58 (2), p.129-134
Main Authors: Davies, Adam W. J., Balter, Alice-Simone, van Rhijn, Tricia, Spracklin, Jennifer, Maich, Kimberly, Soud, Rsha
Format: Article
Language:English
Subjects:
Autism Spectrum Disorders
Autistic children
Children with disabilities
Curricula
Foreign Countries
Gender Differences
Guidance
Inclusion
Interpersonal Relationship
Parent Attitudes
Provinces
Puberty
Sex Education
Sexuality
Skill Development
Special Education
Student Attitudes
Students with Disabilities
Teaching Methods
Youth
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Summary:With no standardized approach to sexuality education among Canada’s 13 provinces and territories and the various curricula focusing on neurotypical and non-disabled children, educators have insufficient instruction and lack appropriate training on how to address sexuality education for children and youth with disabilities, particularly children and youth with autism spectrum disorder (ASD). This article provides the current context of sexuality education for children and youth with ASD in Canadian schools and guidance for more inclusive approaches with attention to three important areas: puberty, relationships, and gender and sexual diversity. Recommendations are offered to support more inclusive approaches to sexuality education, acknowledging that a one-size-fits-all approach is insufficient for children and youth with ASD. The recommendations focus on three goals: (a) moving beyond simple knowledge-based approaches to include skill-building; (b) including parents, autistic voices, and advocates in planning and ongoing conversations; and (c) providing supports for educators.
ISSN:1053-4512
1538-4810
DOI:10.1177/10534512211051068