Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supporting people with learning disabilities to develop sexual and romantic relationships
- Authors:
- HARFLETT Naomi, TURNER Sue
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 23
- Place of publication:
- Bath
This short literature review looks at the barriers facing people with learning disabilities wanting to develop sexual and romantic relationships and what works to support then. The review conducted searches of research evidence and of resources to support people with learning disabilities, parents/carers and staff to enable people with learning disabilities to develop relationships. This report summarises the findings of these two searches. The review highlighted that people with learning disabilities face a number of barriers to developing sexual or romantic relationships, in particular: attitudinal barriers, barriers related to support and access to information; and additional barriers for specific groups, such as LGBT people. Although a lack of information was highlighted as a barrier in the research evidence, the review of the resources found a number of resources freely available on the internet and organisations providing training around sex and relationships aimed at people with learning disabilities, staff and parents. The report includes links to resources. (Edited publisher abstract)
Autism, sexual offending, and the criminal justice system
- Author:
- MOGAVERO Melanie Clark
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.116-126.
- Publisher:
- Emerald
Purpose: There has been growing concern among stakeholders about individuals with autism spectrum disorders (ASD) and sex offending as research supports an indirect association. The purpose of this paper is threefold. First, bring more awareness of the sexuality and deviant/criminal sexual behaviour among those with ASD to stakeholders in the criminal justice system (CJS). Second, demonstrate that much of the deviant or sexual offending behaviour exhibited among those with ASD is often a manifestation of their ASD symptoms and not malice. Third, demonstrate the necessity to address specific needs of individuals with ASD who enter the CJS due to criminal sexual behaviour. Design/methodology/approach: This paper provides an overview of the ASD symptomology, including the diagnostic changes, a review of the literature on ASD and sexuality, which includes deviant sexual behaviour and sexual offending. Findings: The author linked examples of deviant or sexual behavior in the research literature to the ASD symptomology and described how the symptomology explains such behaviour. Originality/value: Sexual offending among those with ASD has received little research outside the mental health field. This review is of particular importance to those in the CJS unfamiliar with ASD, as they should handle them differently with regard to formal interviewing, measures of competency, capacity, and sentencing. (Edited publisher abstract)
An evaluation of research and training resources for the sex education of people with moderate to severe learning disabilities
- Authors:
- GRIEVEO Alan, McLAREN Shona, LINDSAY William R.
- Journal article citation:
- British Journal of Learning Disabilities, 35(1), March 2007, pp.30-37.
- Publisher:
- Wiley
To review the literature on issues surrounding the sexuality of people with moderate to severe learning disability (SLD), and evaluate available assessment and training methods. This research arose from an increasing number of referrals for clinical intervention in the training and education of appropriate social and sexual behaviour in people with moderate to SLD. What became apparent was the lack of suitable materials and assessments, which is significant as a large number of persons with SLD have problems with language, and so require tools and programmes which have enhanced levels of pictorial support. An extensive review of the literature revealed that the research on sexuality in SLD was limited. Furthermore, where research had been conducted, poor methodology or validation issues were common, and materials appeared overly complicated for clients with moderate to SLD. Further research into the development and validation of assessment tools and training programmes which increase appropriate sexual behaviours is urgently required.
A narrative review of the literature about people with intellectual disability who identify as lesbian, gay, bisexual, transgender, intersex or questioning
- Authors:
- WILSON Nathan J., et al
- Journal article citation:
- Journal of Intellectual Disabilities, 22(2), 2018, p.171–196.
- Publisher:
- Sage
- Place of publication:
- London
This narrative review of the research literature presents a summary about the key issues facing people with intellectual disability (ID) who identify as lesbian, gay, bisexual, transgender, intersex or questioning (LGBTIQ). The aim of this review was to consolidate research of the topic; to identify whether any pilot studies reporting social/sexual/educational interventions had been published; and to offer some perspective on the type of future research required to better inform policy, practice and theory that may lead to better outcomes for people with ID who identify as LGBTIQ. Almost all of the research literature on the topic is either exploratory or descriptive which serves to outline the range of issues faced by people with ID who identify as LGBTIQ. Urgently needed as the next step, however, is a concerted effort to conduct a range of innovative educational and social interventions with collection of targeted and appropriate outcomes data. (Edited publisher abstract)
Equalities scoping study
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2010
- Pagination:
- 23p., bibliog.
- Place of publication:
- London
The Office of the National Co-Directors for Learning Disability asked the Foundation for People with Learning Disabilities to look at whether the experiences of adults with learning disabilities and their families were getting better in the context of Valuing People Now and its associated Equality Impact Assessment. Databases and other resources were used to identify articles, reports, websites and information focusing on specific topics in relation to people with learning disabilities: ageing and older people; gender; sexual orientation and identity; religion, belief and spirituality; race, culture and ethnicity; and relationships, sex and parenting. For each topic, the report sets out evidence of action or change since January 2009, emerging issues, and examples of good practice. The report includes brief discussion of the issues raised.
Attitudes towards sexuality, sterilization and parenting rights of persons with intellectual disabilities
- Authors:
- AUNOS M., FELDMAN M. A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(4), December 2002, pp.285-296.
- Publisher:
- Wiley
Reviews articles pertaining to attitudes towards sexuality, sterilization, procreation and parenting by people with intellectual disabilities. Most empirical studies were conducted after the appearance of the principles of normalization and role valorization in the 1970s. Across studies, special education teachers and university students appear to hold more positive attitudes towards sexuality and sexuality education programs than parents and service workers. People with intellectual disabilities have conservative attitudes towards sexual intercourse and homosexuality, but may be accepting intimate contact by familiar persons. Despite the ban on involuntary sterilization, it appears that many parents and teachers of persons with intellectual disabilities still support it as a form of contraception, especially for persons with severe intellectual disabilities. Likewise, attitudes towards parenting by persons with intellectual disabilities remain negative, and these attitudes may adversely affect the provision of competency-enhancing supports and services for parents with intellectual disabilities and their children.