Qualitative Analysis Reveals Barriers to Sexual Autonomy in Adults with Intellectual Disabilities, Highlighting the Need for Reform.
Despite protections under India's Rights of Persons with Disabilities (RPwD) Act (2016) and the UN Convention on the Rights of Persons with Disabilities (CRPD), adults with intellectual and developmental disabilities (IDD) continue to face barriers to sexual autonomy and inclusive learning. Although UNCRPD Article 24 mandates inclusive education at all levels, sexuality education for individuals with IDD remains marginal within school curricula, transition planning and adult education systems. Using a mixed‐perspective qualitative design, this study draws on surveys from 85 professionals, caregivers and advocates, alongside interviews with 24 self‐advocates in urban Mumbai. Thematic analysis identified structural, institutional and caregiver‐mediated barriers alongside themes reflecting self‐advocate agency. Findings highlight curriculum gaps, cultural stigma and policy ambiguity across school‐to‐adult transitions and community learning contexts. We call for a rights‐based sexuality education framework spanning school and adult education, supported by educator training, caregiver engagement and policy reform to strengthen autonomy and inclusive participation.
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Louis et al. (2026) studied this question.
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