School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast, BT9 7BL, UK.
Scottish Learning Disability Observatory, University of Glasgow, Glasgow, G12 0XH, UK.
BMC Public Health. 2024 Sep 12;24(1):2491. doi: 10.1186/s12889-024-19972-y.
Relationships and sexuality education (RSE) programmes are widely taught in schools, however for children and young people with intellectual disabilities, these programmes appear to be limited regarding information on relationships, informed choices and decision making. The purpose of this study was to seek the views and understanding of children and young people with intellectual disabilities, and those involved in their care and education, to identify best practice and approaches to the delivery on relationships and sexuality education.
This study used a qualitative design with 37 pupils from five special schools from across the United Kingdom (UK) participating. In-depth semi-structured interviews were held online, or in person. All interviews were recorded and transcribed verbatim. Transcripts were anonymised, assigned a pseudonym and subjected to inductive thematic analysis.
Four themes emerged from the data: (i) enthusiasm and inquisitiveness to acquire knowledge; (ii) dynamics of positive friendships; (iii) experiences and understanding of supportive relationships and sexuality; and (iv) valuing the exchange of knowledge and information. The findings highlight that children and young people with intellectual disabilities want education, support and information on matters relating to their relationships and sexuality.
This is the largest study to date providing a voice to children and young people with intellectual disabilities regarding their relationships and sexuality. While special schools provide relationships and sexuality education, there is a requirement for a programme and resources specific to the needs of pupils with intellectual disabilities to be developed and evaluated. Such education should continue beyond school and be embedded in adult services.
关系与性教育（RSE）课程在学校中广泛教授，但对于智障儿童和青少年而言，这些课程似乎在关系、知情选择和决策方面的信息有限。本研究旨在寻求智障儿童和青少年以及参与他们照护和教育的人员的观点和理解，以确定提供关系和性教育的最佳实践和方法。
本研究采用定性设计，来自英国五所特殊学校的 37 名学生参与。进行了在线或面对面的深入半结构化访谈。所有访谈均进行录音并逐字记录。转录本进行匿名处理，使用化名，并进行归纳主题分析。
从数据中得出了四个主题：（i）渴望获得知识的热情和好奇心；（ii）积极友谊的动态；（iii）支持性关系和性的经验和理解；以及（iv）重视知识和信息的交流。研究结果表明，智障儿童和青少年希望获得与他们的关系和性相关的教育、支持和信息。
这是迄今为止规模最大的研究，为智障儿童和青少年提供了关于他们的关系和性的声音。虽然特殊学校提供关系和性教育，但需要开发和评估针对智障学生需求的特定计划和资源。这种教育应该在学校之外继续，并嵌入成人服务中。
