Teachers’ Perceptions About Sexuality Education for Individuals with Intellectual and/or Developmental Disabilities

This study aimed to explore Turkish teachers’ perceptions about sexuality education of individuals with intellectual and/or developmental disabilities. Data was collected through demographic information form and the sexuality education content questionnaire. Participants evaluated the appropriateness of various sexuality education subjects for students with high- and low-support needs. The findings revealed that teachers had more favorable perceptions toward students with low-support needs. Comfort level and graduation diploma were found to significantly influence teachers’ perspectives. Results also emphasized the importance of equipping teachers with proper training and resources to deliver sexuality education effectively. The discussion contextualizes the findings within existing literature and provides implications for practitioners, policymakers, and future research.