Unmet Needs within Sexual Education among 2SLGBTQIA+ people with Intellectual and/or Developmental Disabilities


Alan Santinele Martino, University of Calgary; Thomas Tri, University of Calgary

2SLGBTQIA+ disabled individuals encounter significant challenges when seeking access to sexual education. Often constructed through a heteronormative and cisnormative lens, traditional sexual education tends to exclude trans and queer identities. Furthermore, societal misconceptions perpetuate the belief that disabled individuals lack romantic or sexual desires, contributing to the limited availability of inclusive sexual education. This study delves into the experiences of 2SLGBTQIA+ people labelled with intellectual and/or developmental disabilities in Alberta through semi-structured interviews to uncover the existing barriers and gaps in their sexual education. Preliminary findings from the study reveal that the sexual education experiences of participants were predominantly heteronormative, focusing on harm or negative aspects of sexuality. The intersection of queerness and disability was often neglected, resulting in an absence of comprehensive sexual education that addresses both identities separately and in tandem. Participants would recall the relationship between the lack of comprehensive sexual education and understanding one’s sexual and/or gender identity. Participants shared a sense of hesitation, fear, or denial in exploring gender and sexuality. Those who recalled upbringings in religious families or school systems were particularly distant from understandings of gender and sexuality. The study emphasizes the pressing need for sexual education to become more inclusive, representing the diversity of gender and sexual identities. Participants in the study actively sought sexual health education beyond formal educational settings, turning to the Internet and social media. These unconventional spaces provided rich and comprehensive information about sexual health, offering positive perspectives that were lacking in traditional education. Participants also shared the desire and necessity of community in understanding oneself. Queer spaces, whether online or in-person, were described as affirming and informative in exploring one’s gender and sexual identities. These spaces were also characterized as disability-friendly, whereby intersectional identities were widely accepted and embraced. The study highlights the importance of recognizing and validating the role of alternative sources in supplementing the deficiencies in mainstream sexual education. The role of family members in sexual education emerged as a significant factor in participants experiences. Recollections often revolved around the stigmatization and taboo associated with these conversations, leading to a pervasive sense of discomfort. The study sheds light on the need for open and supportive family discussions about sex and intimacy, recognizing the importance of breaking down societal taboos to create a more inclusive and accepting environment. Further, this study underscores the urgent need for sexual education to become more accessible and diverse, ensuring that it represents intersectional experiences. Sex and intimacy are integral aspects of overall well-being, and the study advocates for increased attention to this domain in educational curricula. By acknowledging and addressing the lack of attention to disability within sexual education, a more representative and supportive framework can be established. When sexual education becomes representative of diverse experiences, participants are better equipped to understand themselves and explore their romantic and sexual desires. Ultimately, this research advocates for a paradigm shift towards inclusivity, recognizing the significance of sex and intimacy as fundamental components of human well-being.

Non-presenting author: Eleni Moumos, University of Calgary

This paper will be presented at the following session: