Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 4 of 4
The role of gender in violence experienced by adults with developmental disabilities
- Authors:
- PLATT Laura, et al
- Journal article citation:
- Journal of Interpersonal Violence, 32(1), 2017, pp.76-100.
- Publisher:
- Sage
Violence against people with developmental disabilities is a highly prevalent yet understudied phenomenon. In particular, there is a paucity of literature surrounding the role of gender and the experiences of men. Using a cross-sectional study design, the authors surveyed 350 people with diverse developmental disabilities about experiences of abuse, perpetrators of abuse, and their physical and mental health status. These data were analysed to determine whether gender influenced these domains. Statistical methods included chi-square, independent t tests, logistic regression, and hierarchical multiple regressions. Male and female participants reported abuse at high rates, with 61.9% of men and 58.2% of women reporting abuse as children and 63.7% of men and 68.2% of women reporting abuse as adults. More women than men reported adult sexual abuse, but there was no gender difference in the prevalence of any other form of abuse. Women were more likely than men to identify an intimate partner as their abuser, although intimate partners represented the minority of abusers for both men and women. Violence was associated with worse health status regardless of participant gender. These findings confirm that violence is an important issue for both men and women with developmental disabilities. Although some expected gender differences arose, such as higher rates of adult sexual abuse and intimate partner violence against women, these differences were less pronounced than they are in the general population, and the overall picture of abuse was one of gender similarities rather than differences. (Edited publisher abstract)
Let’s talk about sex
- Author:
- FRASER Jane
- Journal article citation:
- Learning Disability Today, October 2011, pp.20-21.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article considers the importance of sex and relationship education (SRE) for young people with learning disabilities. It argues that SRE is an essential component of schooling that prepares young people with learning disabilities for the challenges presented by greater inclusion in social, educational and employment opportunities. The aim of a SRE programme for these young people is to reduce their anxiety and confusion about their own and other people’s bodies and feelings, help them to acquire the knowledge and skills needed to form appropriate personal and intimate relationships, and help to protect them against exploitation and abuse. The outcomes of enlarging a school SRE to give students a better understanding of when, where and how intimate behaviours might be appropriate, and who to go to for advice and guidance, are described. These outcomes included: improved communication between staff and carers; improved relationships between students; and one student reporting her experience of inappropriate sexual behaviour.
Sexuality and learning disabilities: a handbook
- Editors:
- McCARTHY Michelle, THOMPSON David, (eds.)
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 171p.
- Place of publication:
- Brighton
The aim of this book is to serve as a guide for those who may be inexperienced in supporting people with learning disabilities with sexual issues. A number of authors share their direct experience and provide ideas on helping people with learning disabilities to find out about their bodies and sex. The focus is on what staff and family members can do themselves, but the writers also recommend specialist help where appropriate. The book is presented in a clear and accessible format, case examples are provided and chapters summarised in key points. Ideas for further reading and specialist organisations are included. Topics covered include; the law, masturbation, menstruation and menopause, profound learning disabilities, sexual opportunities, same sex and opposite sex relationships, pregnancy, sexual abuse, unacceptable sexual behaviour, and sex education.
Sexual relationships in adults with intellectual disabilities: understanding the law
- Authors:
- O'CALLAGHAN A.C., MURPHY G.H.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(3), March 2007, pp.197-206.
- Publisher:
- Wiley
Adults with intellectual disabilities (IDs) are known to be very vulnerable to sexual abuse. This may result partly from their lack of sexual knowledge and their powerless position in society. It could also be exacerbated by an ignorance of the law. This study investigates their understanding of the law relating to sexuality. Understanding of the law regarding sexual relationships, consent and abuse was assessed in 60 adults with IDs (mean age 37.6 years) and 60 young people aged 16–18 years (deemed in law capable of consenting to a sexual relationship). Questions were wide ranging, including general laws around sexuality and abuse, as well as the law relating to sexual relationships and ID. There were significant differences between the two groups: adults with IDs had a very limited understanding of the general laws relating to sexuality (e.g. age of consent, incest, abuse), as well as the law relating to sexuality and IDs (e.g. whether they could have sexual relationships, whether they were allowed to marry, what protection they should expect from the law). Young people without disabilities showed a better understanding, both for general laws and for those relating specifically to adults with IDs. These findings show that there is a need to educate people with IDs about the laws relating to sexuality. It is important for people to understand the law and, given the high rates of sexual abuse perpetrated against people with ID, it is essential for them to benefit from the protection the law affords. The new law in England (Sexual Offences Act 2003) post-dated this study.