A person’s freedom is defined by their diversity. If the concept of human freedom does not include diversity, then it has not been defined correctly. For individuals with disabilities, is freedom then restricted by the norm of human biology?
The ethical answer to this question, asked by parents and educators, determines the effectiveness of sexual health education for individuals with disabilities.
This means that if we cannot get over our personal prejudices and stereotypes concerning sexual desire, and masturbation, then it is almost impossible to correctly guide individuals with disabilities. Hence, our own self-knowledge is responsible for the transference of knowledge. Even today, sexual health education is still considered a “taboo” subject. We cannot talk to individuals with disabilities if we do not first shatter the taboo around sexual health education. We cannot avoid words or images that constitute the reality of a biological function as it exists in the human organism. We cannot support sexual health education or its implementation if we ourselves are ashamed of it.
The Ideological Basis and the right to sexual health education for individuals with disabilities includes:
1. Indivisible humanity: an individual with disabilities is first and foremost a human being, and not a person defined by their disability.
2. Individuality: each individual, through their own “self” has the right to their own unique ability to act.
3. Responsibility: in romantic relationships and in the ability to procreate, the right to choose must be promoted, as well as the right to self-possession (to the degree that each individual can). Autonomy depends on the ability each individual has of recognizing their own actions, as well as their consequences. The responsibility of the educator (in other words the family and special educators) is in regards to: “how to handle the freedom of an individual while at the same time keep them safe from harm?”
4. Freedom of sexual orientation: sexual orientation can be heterosexual, homosexual, bisexual. Every preference should be respected.
5. Diversifying socializing: only through a diverse set of socializing locations in their daily life can boys and girls, women and men acquire the right communication skills and abilities to realistically perceive their own gender.
6. Gender equality: interpersonal relationships between genders should be equitable and include the diversity each gender possesses.
7. Mutual respect: interpersonal or romantic encounters or relationships should include equality and responsibility on both parts. Each individual should be respected.
8. Privacy: every individual has the right to privacy, where and when they can carry out their sexual life. This does depend, however, on each individual's abilities or restrictions.
9. Access to information and education: every individual must be able to inform themselves to the greatest degree possible, about their body, their sexuality, their emotions and their social behaviour.
The above model is used for the pedagogy of individuals with mental disabilities at the Pavillon du Parc in Québec, a school for individuals with disabilities. It was presented in France in 2003, as part of the European Year of People with Disabilities.
If you think that you or someone you know might benefit from a session concerning sexual health education for individuals with disabilities or sexual health in general, get in touch to book an appointment.
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These articles are meant to be psycho-educational. They are not meant as a diagnosis or therapy tool. Their aim is to inform and educate. Article source & copyright: Evy Syrou, Cognitive Psychologist | www.evysyrou.gr
