Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education

Abstract

School-based sexual education is an important process that must be performed by teachers for all students. The objective of this literature review study was to analyse the teachers' conceptions regarding the sexuality of students with intellectual disability. The papers were localized in databases in the area of Education and, based on exclusion criteria, 83 papers were selected for content analysis. The following categories were found: "sexual education" (n=22); "aspects of sexuality of individuals with disabilities" (n=28); "theoretical issues" (n=6); and "professionals and relatives" (n=27). The last category was dismembered in the following subcategories: "conceptions of teachers" (n=7); "conceptions and expectations of adults living with individuals with disabilities" (n=9); "conceptions of health professionals/caregivers" (n = 6); and "implementation of sexual education programs" (n=5). In the seven papers on teacher conceptions, teachers recognize that students with intellectual disabilities are sexual beings and have sexual manifestations in the school; they understand their sexuality as "exaggerated" and consider that they do not understand the information received. Teachers are favourable to the sexual education at school. However, there are those who do not consider that as their role and others could contribute to sexuality education. They need personal preparation, continuing formation, specific materials and family support. These results are useful to the planning of teacher training courses, aiming the development of positive attitudes, namely: confidence in scientific knowledge, welcoming posture, availability, respect and tolerance, among others, favouring the implementation of sexual education in inclusive school.