Envisioning Better Futures in Sexuality Education for Disabled People: A Critical Analysis Through the Lens of Disability Justice and the Neurodiversity Paradigm

Abstract

In this review we identify how sexuality education for disabled people is largely framed in terms of risk prevention rather than a holistic approach to sexuality through an examination of articles on the development and implementation of sexuality education for disabled people. By using a cross-disability comparison of rationales for sexuality education, we are able to identify how sexuality education for Autistic people tends to frame the need for sexuality education in terms of inherent deficits in Autistic people themselves, whereas sexuality education for other disability populations describes the need for sexuality education more as a matter of sexuality education generally not being made available or accessible. Using the neurodiversity paradigm and the principles of disability justice, we provide an analysis of the strengths and areas for potential improvement within these articles and offer recommendations for researchers and educators.