Although individuals with intellectual disability need sex education, little is known about the instructional practices of sex educators. To fill this gap and explore how instruction is appropriate and applicable to individuals with intellectual disability, we interviewed 58 sex educators about their instruction. Using thematic analysis, we identified four themes: (a) Deciding how to individualize: “A lot of my students have receptive skills, but don’t have a lot of verbal skills. I don’t need them verbal,” (b) Applicability to real life: “I want to teach them behaviors they can use,” (c) Conceptualizations of age: “Depends on the age and how much the person’s going to understand,” and (d) Strategies and challenges of assessing practice: “I don’t know how to measure sexuality.” Study findings elucidate the lived experiences of sex educators so we might learn and better support individuals with intellectual disability.

中文翻译：

---

了解针对智障人士的适当且适用的性教育指导


尽管智力障碍人士需要性教育，但人们对性教育者的教学实践知之甚少。为了填补这一空白并探​​讨指导如何适合并适用于智力障碍人士，我们采访了 58 名性教育工作者，了解他们的指导情况。通过主题分析，我们确定了四个主题： (a) 决定如何个性化：“我的很多学生都有接受能力，但没有很多口头表达能力。我不需要他们口头上的，”(b) 对现实生活的适用性：“我想教他们可以使用的行为，”(c) 年龄的概念化：“取决于年龄和人的理解程度， ”和 (d) 评估实践的策略和挑战：“我不知道如何衡量性行为。”研究结果阐明了性教育者的生活经历，以便我们可以学习并更好地支持智力障碍人士。