Fallacies And Exploring Disparities In Sexual Education

Sexual education is a vital part of any person's experience and choices within discovering sexuality and sexual wellbeing. The focus on sexual wellbeing is more than pushing for condom use and warning against scary STD’s. It emcompasses the rights for individuals to experinece companionship, pleasure and positive, empowered views of their own sexuality (Schaafsma, Kok, Stoffelen and Curfs (2000). Through the perspectives of the intellectually disabled population, their mothers and educators there are many variations of sexual education. The following is a discussion and personal reaction of the fallacies and victories in sexual education is multidimensional and probes what is absent from the conversation. Betty Pendler (1993) is a mother and

Even as a young adult my parents imposed biases about when and where sex was appropriate, “only if you love the person”, “not under this roof”, “not until you’re married”. These biases alone have made me pause to question the disparities of my own beliefs. Now I had no safe place to do the deed and I constantly had to question what “love” was and if it was enough to determine if I could engage and explore suxaility with another person. Sex is an act or exploration that is seen to be inevitable but the first rules introduced certainly made things harder to explore positively. Then if I were to take out my experiences with sexual education through my friends, media and school programs, I would have little to no concept of my own sexual rights. Living at home and not being autonomous in my ability to travel freely from home, like the majority of intellectually disabled young adults, would certainly limit my exposure to such an

Throughout the study mothers of intellectually disabled young adults were analyzed and provided education about their beliefs and influences on sexual education and perceived social supports for their children. Any lack of sexual education put the young adults at risk to abuse and negatively affected their sexual development. This research is not messing around with placing pressure on the responsibility of a parent to provide or set up education for sexual development. The clear flaw in the plan for parents responsibility to provide sex education is that many of them failed to receive one themselves. The disparity in what was taught to them by their parents, friends, teachers and social spheres compared to today's curriculum does not have anyone on the same page. Perhaps, the best way to promote positive and inclusive views and plans for sexually educating their children is to first re-educate the parents. This is supported by the positive response of the many mothers in the 2016 research by Yildiz, and Cavkaytar. Pendler, (1993) and I agree, all a parent wants for their child is to experience love and acceptance from others and for themselves. Sexual education can be one way for a population of individuals who may have harder times finding, making and keeping social relationships to appropriately and positively understand themselves and