Institute of Education, University of Reading, Earley, Reading, Berkshire, UK.
Autism. 2009 Nov;13(6):551-66. doi: 10.1177/1362361309338183.
The physical and emotional changes that occur in adolescence are part of the process of sexual maturity. These changes occur irrespective of ability and are often aligned with psychological and social factors. When the nature of a disability has an inherent limitation in social awareness, as is the case for individuals with autism, the achievement of personal sexual identity can become much more complex. Challenges in supporting individuals in this respect can be caused by the sensitive aspects of inappropriate behaviour, the abstract nature of teaching the topic, and the general reluctance on the part of parents and staff to discuss sexuality in individuals with disabilities. This article explores how a residential school addressed this gap. It provides details of how this need was met for seven students and the process undertaken to involve staff, parents and other stakeholders to establish ongoing support.
青春期发生的身体和情感变化是性成熟过程的一部分。这些变化与能力无关，通常与心理和社会因素有关。当残疾的性质对社会意识存在固有限制时，就像自闭症患者一样，个人的性身份认同的实现可能会变得更加复杂。在这方面支持个人可能会面临挑战，原因是不当行为的敏感性方面、教授该主题的抽象性质，以及家长和工作人员普遍不愿讨论残疾人士的性行为。本文探讨了一所寄宿学校如何弥补这一差距。它详细介绍了如何满足七名学生的这一需求，以及为建立持续支持而进行的让工作人员、家长和其他利益相关者参与的过程。
