ABSTRACT Background and Aims Most school‐aged children learn about sexuality through their schools, families and social world, while youth with intellectual disabilities may not. Impairments in intellectual and adaptive function put them at risk for sexual maltreatment or inadequate access to relationships. The provision of comprehensive sexuality education may be complicated by societal or individual perspectives on sexuality and intellectual disabilities. The literature regarding sexuality education for students with intellectual disabilities revealed perspectives of parents, care workers, and society, but views by K‐12 education professionals have not been consistently reported. Methods We developed a 19‐item survey and used snowball sampling to invite K‐12 professionals in the US to share their perspectives. Sixty‐four participants anonymously indicated their age, educational specialization and if their school provided sexuality education for students with intellectual disabilities. Responses were aggregated and statistically analyzed. Results Data analysis revealed one factor labeled “Sexuality Acceptability” indicating K‐12 educators' optimism and belief in the capacity for students with intellectual disabilities to benefit from sexuality education. Most were unaware of or denied that their school provided sexuality education for students with intellectual disabilities. As participant age increased, so did cautious attitudes, and administrators were more supportive than teaching staff. Conclusions Prevailing societal attitudes regarding sexuality and intellectual disabilities may play a role in the provision of sexuality education for school children with intellectual disabilities. Alongside multiple stakeholders, K‐12 educators' skills, insights and confidence in the capacity for students with intellectual disabilities to benefit from sexuality education are valuable in discussions regarding local and state policy.
Gulyn et al. (Wed,) studied this question.