Implementing Sexual Education for Individuals with Autism Spectrum Disorder within Alberta’s Public Education System
Notice bibliographique
Résumé
Sexuality and the sexual rights of individuals with Autism Spectrum Disorder (ASD) have long been discredited and ignored. However, individuals with ASD are sexual beings as made evident through advocacy, academic literature, and research. Individuals with ASD experience challenges with social interactions that often become more pronounced as their sexuality develops which could lead to potential negative consequences such as social isolation or stigmatization. Proponents of sexual education for individuals with ASD underscore the positive role sexual education has through puberty and adolescence. Sexual education could help to establish critical social skills that are transferable into adulthood and the healthy development of sexuality. Canada is a signatory to the UN Convention on the Rights of Persons with Disabilities which outlines the necessity of equal access to sexual and reproductive health care and services for people with disabilities. In Alberta’s Guide to Education, the Human Sexuality Education policy states that all students from grades 4 to 12 are to receive sexual education as part of their public education curriculum. However, many individuals with ASD continue to experience significant barriers to accessing sexual education within Alberta’s public education system. The implementation of the Human Sexuality Education policy has yet to be consistent for all individuals within Alberta’s public education system, specifically for the ASD populace. Many individuals with ASD received no sexual education throughout their schooling. The objective of this project was to review the experiences of individuals with ASD and identify present barriers to sexual education within Alberta’s public education system. A literature review was conducted to provide information and context regarding the intersectionality of sexuality and ASD and barriers to implementing sexual education. Key informant interviews were used to assess and provide feedback on key findings from the literature while providing insights from an Albertan context. These key informant interviews consisted of a sample of sexual health educators who specialize in providing sexual education curriculum to individuals with disabilities, including ASD. Findings from the literature and research support the importance of sexual education for individuals with ASD. Identified issues related to the experience of sexuality by individuals with ASD includes challenges in understanding boundaries and a lack of sexual knowledge. Individuals with ASD do express desires to find romantic partners and to develop sexuality in a healthy fashion. However, individuals with ASD are often deprived of learning opportunities to support the development of healthy sexuality. Promoting the development of healthy sexuality can lead to improvement in quality of life and self-determination in adolescence and adulthood. Barriers to sexual education for individuals with ASD continue to be persistent within Alberta’s public education system. Negative assumptions and stereotypes of the sexuality of individuals with ASD pose a significant barrier to sexual education. Additionally, educators report low levels of comfort and confidence in providing sexual education within the classroom and often lack an accountability measure to ensure the consistentdosi implementation of sexual education. However, there has been a significant increase in demand for sexual education for individuals with ASD in recent years, signifying a growing priority and shift in attitudes for sexual education for individuals with ASD. To address the implementation challenges of Alberta’s Human Sexuality Education policy, three recommendations are outlined: (1) a formal assessment of sexual knowledge of individuals with ASD; (2) increasing funding to existing organizations; and, (3) mandating specific professional development content for educators. Future considerations include adapting sexual education curriculum to meet the learning needs of the ASD population and the development of an accountability framework for educators. Ensuring consistent implementation of sexual education will help to support the healthy development of sexuality and foster inclusion for individuals with ASD.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,005 | 0,002 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».