Bridging Gaps: Inclusive Sexual Health Education for Individuals with IDD

December 3rd was the International Day of Persons with Disabilities. Individuals with intellectual and developmental disabilities (IDD) face unique challenges in navigating sexual health and relationships, including that individuals with IDD are sexually assaulted at higher rates–up to 9 times– compared to those without IDD. Other nuanced challenges involve a lack of structural access, erasure in society and media, and systemic challenges in accessing comprehensive sexual health education. Addressing these issues comprehensively requires going beyond accommodation—it demands a shift towards inclusive practices that empower individuals with IDD to advocate for themselves and navigate complex social landscapes. Advocates for sexual violence prevention play a critical role in fostering this inclusivity by rethinking how education is delivered and tailored to diverse needs.

As mentioned, a key distinction must be made between accommodation, modification, and inclusion when designing sexual health education and prevention curricula. Specifically, accommodations involve removing barriers within existing structures, such as providing visual aids or simplified language to support understanding. Modifications go a step further, adjusting content to meet specific needs, like emphasizing safety plans or addressing the unique risks of online exploitation. Inclusion, however, integrates individuals with IDD into sexual health education frameworks without isolating or “othering” their experiences. It requires designing curricula that normalize diverse learning needs and foster universal skills such as consent, bodily autonomy, and boundary-setting. While accommodations and modifications are useful tools, the goal should be creating spaces and materials that are universally accessible and inclusive from the start.

To create inclusive practices, prevention advocates must emphasize proactive and collaborative strategies and build networks between the sexual violence prevention movement and the disability justice movement. To add, advocates should actively include individuals with IDD in conversations about their education and safety. This means not only soliciting feedback but also creating opportunities for individuals with IDD to lead workshops, share experiences, and co-design curricula. Recognizing individuals with IDD as experts in their own lives empowers them and ensures their needs and perspectives are prioritized. For more information on how to talk about sexual violence as an advocate or health professional, explore The Arc, an organization that advocates for people with IDD. 

It is also necessary to address the stigma surrounding the sexual development of individuals with IDD. People with IDD experience the same biological changes and feelings as their neurotypical peers, and denying this can lead to shame and misinformation. By normalizing these experiences, advocates help create an environment where individuals feel safe seeking guidance and asking questions.

With a heightened understanding of the experience of people with IDD, advocates can better support individuals with IDD in navigating their sexual health and safety, fostering environments where they are informed, respected, and empowered. 

For a specific resource on supporting survivors of human trafficking with IDD, click here. 

To hear direct survivor voices and to access short training videos for professionals, focus group findings, and more, check out the “Talk About Violence” webpage from the Arc.