People with intellectual disability face a variety of epistemic injustices—systems of knowledge and educational inequality—related to their access to sex education and perceptions of their sexuality. Sex educators are in a position to address these injustices; however, they may not be fully aware of their own epistemic ethics. Furthermore, there is little theoretical understanding of how sex educators provide instruction within an environment that exhibits hostility toward the sexual expression of those with intellectual disability. This grounded theory study of interviews with 58 people who taught sex education to people with intellectual disability sought to understand the role of educators in perpetuating and resisting epistemic injustice by utilizing sex education to either facilitate or restrict the sexual expression of people with disabilities. We identified four micro-contexts: centralizing capacity to consent, emphasizing risk, desexualizing (through) sex education, and acknowledging gender identity. In each micro-context, we explore mechanisms of how educators were either allied in support of autonomy (person-centered values, expertise, access to curricular resources, self-advocates as teachers and partners, subversiveness, and de-problematizing normative sexual behavior) or reified sexual stigmas (fear of sexual abuse and sexual perpetration, conscripting to asexuality, the paternalistic service system, and complex ethical dilemmas) in the context of hostility to sex education and sexual expression. These findings have implications for promoting prosocial sexual expression and access to sex education for people with intellectual disability.

智障人士面临着各种认识上的不公正——知识和教育不平等——这与他们接受性教育的机会和对自己性行为的看法有关。性教育者有能力解决这些不公正问题;然而，他们可能并不完全了解自己的认知伦理学。此外，对于性教育者如何在对智障人士的性表达表现出敌意的环境中提供教学，人们几乎没有理论上的了解。这项扎实的理论研究对 58 名向智障人士教授性教育的人进行了访谈，旨在了解教育工作者通过利用性教育来促进或限制残疾人的性表达，在延续和抵制认识不公正方面的作用。我们确定了四个微观背景：集中同意的能力、强调风险、（通过）性教育去性化和承认性别认同。在每个微观背景下，我们探讨了教育工作者如何结盟支持自主性（以人为本的价值观、专业知识、获得课程资源的途径、作为教师和合作伙伴的自我倡导者、颠覆性和消除规范性性行为问题化）或具体化的性耻辱（对性虐待和性犯罪的恐惧、被征召加入无性恋、家长式服务系统和复杂的道德困境）在敌视性教育和性表达。这些发现对促进亲社会性表达和智障人士获得性教育具有意义。