Abstract:

“…too many young people still make the transition from childhood to adulthood receiving inaccurate, incomplete or judgement-laden information affecting their physical, social and emotional development. This inadequate preparation not only exacerbates the vulnerability of children and youth to exploitation and other harmful outcomes, but it also represents the failure of society’s duty bearers to fulfil their obligations to an entire generation.” (Audrey Azoulay, Director-General, UNESCO 2018).

The quote is from UNESCO’s ‘International technical guidance on sexuality education’. Azoulay is correct in the conclusion that we as duty bearers are failing our children in this vital area of learning. The guidance also highlights a blind-spot society has when it come to the sexuality of children with Special Educational Needs. In the otherwise comprehensive guidance, there is only one paragraph dedicated to those with disabilities.

The European research project (SEAD 2015) concluded that there are varied opinions about how necessary Relationships and Sexuality Education (RSE) is for those with learning disabilities. As a society we need to address the accepted lack of confidence and knowledge around the delivery of RSE for those with learning disabilities and offer practical advice on how to improve both.

Teacher confidence in delivering RSE is very low, with 80% of teachers feeling not suitably trained or confident to deliver RSE (NCPTA 2010). UNESCO’s Guidance highlights the importance of addressing the reality and impact of sexuality on young people’s lives, including some aspects that may be sensitive or difficult to discuss; sensitive issues like the sexuality of individuals with Special Educational Needs.

From a Human Rights perspective there is nowhere to hide, our collective sensitivity needs to be publicly shared and questioned. Why are we letting down the most vulnerable members of our society? Mencap’s report in 2001 found that the number of incidents where people with disabilities have been sexually abused is four times higher than for people without disabilities. “…disabled children are three times more likely to experience abuse, more likely to be subjected to multiple abuses” (NSPCC 2011).

How does this sit comfortably with the rights of the child to not to be discriminated against due to any disability? Can this really fit in with The United Nations Convention on the Rights of the Child (1989)? We need to ensure the safety of our special learners and give them the skills to communicate effectively.
Many of our special learners have not had the opportunity to learn about themselves, their changing bodies through puberty, how to keep themselves safe, about different relationships, public/private or safe and unsafe touch. Yet we know from a well-planned RSE programme a lasting impact on confidence and knowledge can happen.

It should be argued that RSE is a vital area of learning. Our special learners have not got the option of cancelling puberty and sexual maturity, it will happen. Are we are willing to provide the RSE that they require? We can change the quality of our RSE provision but it is not without a few heartfelt conversations and a determined attitude.

One just has to want to improve the RSE provision for our special learners. That is the true battle and one that helps reconcile the challenging views; we have to ignore the conflicting messages and the spectre of discrimination and do what we believe in.

Keywords:

Relationships, Sexuality, Disability, Special Educational Needs, Human Rights, Equality, Society.