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<p>Young adults with intellectual disability (ID) have similar interest in and desire for romantic relationships as their neurotypical peers (Gil-Llario et al. in J Intellect Disabil Res 62(1):72–80, 2018. <a href="https://doi.org/10.1111/jir.12455">https://doi.org/10.1111/jir.12455</a>), yet they are often not afforded the same access to comprehensive relationship and sexuality education (Barnard-Brak et al. in Ment Retard 52(2):85–97, 2014. <a href="https://doi.org/10.1352/1934-9556-52.2.85">https://doi.org/10.1352/1934-9556-52.2.85</a>). When young adults with ID do receive education related to these topics, it is most likely to come from their parents (Graff et al. in Sex Disabil 36:175–183, 2018. <a href="https://doi.org/10.1007/s11195-017-9499-3">https://doi.org/10.1007/s11195-017-9499-3</a>). In this study, we surveyed parents of students currently enrolled in inclusive postsecondary education programs in the U.S. in an effort to better understand their knowledge, attitudes, and comfortability around discussing topics related to relationships and sexuality. Parents reported the highest levels of comfort and knowledge around foundational topics like puberty and love but expressed significant discomfort and limited knowledge in areas such as shared sexual behavior, masturbation, and LGBTQIA + identities. While most parents were interested in receiving additional training, particularly on consent, sexual health, and differentiated instruction, they preferred group-based, online, and self-paced learning formats to support their continued involvement in their adult child’s sexuality and relationships education.</p>

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Parent Knowledge and Comfortability with Sexuality and Relationships Education for Emerging Adults with Intellectual Disability

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月31日

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  • Rebecca Smith Hill,
  • Christine Drew,
  • Megan Reynolds,
  • Jenny Sperling,
  • Anthony Plotner,
  • Betty Patten

摘要

Young adults with intellectual disability (ID) have similar interest in and desire for romantic relationships as their neurotypical peers (Gil-Llario et al. in J Intellect Disabil Res 62(1):72–80, 2018. https://doi.org/10.1111/jir.12455), yet they are often not afforded the same access to comprehensive relationship and sexuality education (Barnard-Brak et al. in Ment Retard 52(2):85–97, 2014. https://doi.org/10.1352/1934-9556-52.2.85). When young adults with ID do receive education related to these topics, it is most likely to come from their parents (Graff et al. in Sex Disabil 36:175–183, 2018. https://doi.org/10.1007/s11195-017-9499-3). In this study, we surveyed parents of students currently enrolled in inclusive postsecondary education programs in the U.S. in an effort to better understand their knowledge, attitudes, and comfortability around discussing topics related to relationships and sexuality. Parents reported the highest levels of comfort and knowledge around foundational topics like puberty and love but expressed significant discomfort and limited knowledge in areas such as shared sexual behavior, masturbation, and LGBTQIA + identities. While most parents were interested in receiving additional training, particularly on consent, sexual health, and differentiated instruction, they preferred group-based, online, and self-paced learning formats to support their continued involvement in their adult child’s sexuality and relationships education.