Learning Difficulties and Sexual Vulnerability: A Social Approach

This book reports on new research that seeks to challenge the assumption, prevalent amongst many social care professionals, that people with learning difficulties are necessarily sexually vulnerable and therefore automatically in need of ‘protection’. To do this, Hollomotz uses the social model of disability as a lens through which to examine the life experiences, including sexual experiences, of a group of adults with learning difficulties. Her conclusion is that current practices result in reduced choice and control for people with learning difficulties—and that this is not only inimical to their human rights, but results in a reduced likelihood of individuals being able to assert choice and control over their own bodies, which, in turn, is one of the reasons why people with learning difficulties are over-represented as victims of sexual abuse. In essence, Hollomotz argues that, far from being an inherent part of learning difficulties, sexual vulnerability is created by current support practices. More specifically, she argues that safeguarding practices that focus on risk rather than capabilities—and therefore lead to reduced choice and control—may actually increase the risk of sexual abuse for people with learning difficulties.