Tips for teachers to create disability inclusive sex education.
When delivering sex education, it is important that everyone can access the session equally and feel that the content speaks to them personally. All sessions should be inclusive, regardless of whether it is known that there is a disabled person or child partaking in the lesson. Here are a few factors to consider to ensure lessons are as inclusive as possible.
It is crucial that each student feels represented by the content. Often, resources show diversity in terms of race, age, weight, and gender but disabled children can often feel left out. They do not see anyone that is like them included in the sex education material. This feeds into the stigma around sex and disability. With a subtle change of focus in education, showing a disabled person in the images for example, the recognition that disabled people want and indeed do have sex and intimate relationships can become the standard view in our society.
This representation can be valuable for both sides:
• the disabled person to no longer feel that sex and relationship probably aren’t for them, as it’s not talked about with their situation being characterised.
• Other pupils seeing inclusive sex education can help stop perpetuating the notion that they couldn’t or shouldn’t have a relationship with a disabled person.
Not everyone will be able to access the lesson material in the same way. When planning your sessions ensure you have differentiated resources. There are some examples of adjustments you can implement:
• Ensure all videos are subtitled. This is useful practice at any time and for anyone, not just if you know of a deaf/hard of hearing pupil.
• Interactive games/exercises – think about whether these are accessible. Sometimes a small adjustment like a large dice or putting people in groups so they can work together and support each other can make a big difference.
• Providing large print worksheets
These should all be offered as standard, in any lesson.
You will have worked hard on your lesson plan, but you’ll be writing from your frame of reference. It is useful to be open to suggestions or concerns from pupils. Allow space for them to offer their thoughts and raise points that are meaningful for them. Then listen and respond to those points. It may not fit the direction of your lesson plan, but it could be what is needed by them and where the real learning could happen.
Range of Learning Styles
Ensure each session is delivered in a range of learning styles, so that each pupil gets a chance to learn in the way that works best for them.
Think about Visual, aural, verbal (reading/writing) and kinesthetic ways of learning and share the material in:
• Group Discussion
If an activity is tricky for someone to do, then ask if there’s a way they think they may like to try it, or check if they’re ok watching someone else do it. For example, someone with poor dexterity may struggle with putting a condom on the demonstrator. They can still learn the right way by watching a peer do it. Also, this could develop into a discussion point for how people would overcome feeling awkward doing this for the first time with a partner if someone struggled.
There is always learning to be had from every situation if the session allows the freedom for discussion.
If every lesson is delivered catering for the different learning styles, then you are already halfway there to being fully inclusive!
Keen to make your sex and relationships education lessons inclusive? Then check out our Disability and Sexual Expression training