Reflecting on Staff Teaching Sex Education Curriculum to Students with Intellectual Disabilities

In response to the historical nature surrounding the Intellectually Disabled (ID) population, having experienced global institutionalization and stigmatization with a focus on sex education curriculum, there was a need to explore the climate of those facilitating said services. The evolution of the climate among staff members servicing the ID population and mandated laws suggests that sex education curriculum for ID students is provided. However, after reviewing significant research within the last five to seven years, there was a need to explore the staff members’ description of their delivery of sex education curriculum and staff attitudes toward working with the ID population. This reflective narrative highlights the academic journey and pursuit of research of a former Qualified Intellectual Disabilities Professional (QIDP) with experience in case management, curriculum design, and academic transformational practices for the Intellectually Disabled (ID) population with an interest in staff attitudes toward the sex education curriculum for students with ID and staff attitudes toward working with this population. Four themes emerged, highlighting staff attitudes toward sexual abuse, policies and procedures, evidence-based sex education curriculum implementation, and sexuality for ID students. Staff members’ attitudes were positive with respect to the sex education curriculum and ID population. Implications suggest that there is a need for further explanation to improve the sex education curriculum for ID students.  
Keywords: Sex Education Curriculum, Intellectual Disability, Sexuality and Disability