Students with autism and developmental disabilities, including autism, have the right to access the age-appropriate sex education being provided to their peers, but may be unable to do so without adaptations and modifications. Psychologists, counselors, therapists, special educators, and social workers who work with those with autism and developmental disabilities are often called on to supplement sex education, but do not always have the background in both specialized instruction and sex education. This article provides examples of sex education using high-leverage practices for students with disabilities in both clinical and school-based settings. Resources are also provided for teaching sex education, and examples are offered of how sex education can be included in individualized education plans (IEPs).
AcevesT. C.KennedyM. J.(Eds.). (2024, February). High-leverage practices for students with disabilities (2nd ed.). Council for Exceptional Children and CEEDAR Center.
2.
Barnard-BrakL.SchmidtM.ChesnutS.WeiT.RichmanD. (2014). Predictors of access to sex education for children with intellectual disabilities in public schools. Intellectual and Developmental Disability, 52(2), 85–97. https://doi.org/10.1352/1934-9556-52.2.85
3.
BillingsleyB.FrancisG.WeissM. P.WashburnJ.AcevesT. C.VanderploegL. (2024). Domain one: Collaboration. In AcevesT. C.KenndyM. J. (Eds.), High-leverage practices for students with disabilities (2nd ed., pp. 26–48). Council for Exceptional Children and CEEDAR Center.
4.
BonwellC. C.EisonJ. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education.
5.
CorneliusK. E.KammanM. L.DriverM. K.McCrayE. D. (2024). Domain two: Data-driven planning. In AcevesT. C.KenndyM. J. (Eds.), High-Leverage Practices for Students with Disabilities (2nd ed., pp. 50–88). Council for Exceptional Children and CEEDAR Center.
6.
CurtissS. L.KammesR. (2020). Understanding the risk of sexual abuse for adults with intellectual and developmental disabilities from an ecological framework. Journal of Policy and Practice in Intellectual Disabilities, 17, 13–20. https://doi.org/10.1111/jppi.12318
7.
CurtissS. L.StoffersM. (2024). Service models for providing sex education to individuals with intellectual disabilities in the United States. Journal of Intellectual Disabilities, 28(2), 434–452. https://doi.org/10.1177/17446295231164662
8.
CurtissS. L.StoffersM. (2025). Theorizing the role of sex educators in the resistance and reification of epistemic injustices related to the sexual expression of people with intellectual disability. Archives of Sexual Behavior, 54(2), 605–621. https://doi.org/10.1007/s10508-024-03039-5
9.
FrawleyP.WilsonN. J. (2016). Young people with intellectual disability talking about sexuality education and information. Sexuality and Disability, 34, 469–484. https://doi.org/10.1007/s11195-016-9460-x
GrayS.KirbyA. V.HolmesL. G. (2021). Autistic narratives of sensory features, sexuality, and relationships. Autism in Adulthood, 3(3), 238–246. https://doi.org/10.1089/aut.2020.0049
12.
Guttmacher. (2023, September1). State laws and policies: Sex and HIV education. Guggmacher. https://tinyurl.com/yucscd58
13.
HayesL.HirschS.LweisT. J.BruhnA.RandolphK. M. (2024). Domain four: Intensify and intervene as needed. In AcevesT. C.KenndyM. J. (Eds.), High-leverage practices for students with disabilities (2nd ed., pp.142–162). Council for Exceptional Children and CEEDAR Center.
14.
HoleR.SchnellertL.CantleG. (2022). Sex: What is the big deal? Exploring individuals’ with intellectual disabilities experiences with sex education. Qualitative Health Research, 32(3), 453–464. https://doi.org/10.1177/10497323211057090
15.
HolmesL. G. (2021). Comprehensive sex education for youth with disabilities: A call to action. SIECUS: Sexuality Information and Education Council of the United States. https://tinyurl.com/47eecuky
16.
HolmesL. G.RastJ. E.RouxA. M.RothmanE. F. (2022). Reproductive health and substance use prevention education for autistic youth. Pediatrics, 149, Article e2020049437T. https://doi.org/k9nd
17.
Howard-BarrE.RienzoB. A.PiggM.JamesD. (2005). Teacher beliefs, professional preparation, and practices regarding exceptional students and sexuality education. Journal of School Health, 75(3), 99–104. https://doi.org/10.1111/j.1746-1561.2005.tb06649.x
18.
KaleyR. (2020). Inclusive and culturally responsive comprehensive sex education in the United States: Current disparities, pedagogy, and public policy implications. Urban Education Research & Policy Annuals, 7(1). https://doi.org/10.55370/uerpa.v7i1.897
19.
LancasterP.AlvesK. D.DayJ.FisherJ.HoldheideL.HollingsheadL.KennedyM. J.LewisT. J.McClainS.RodgersW. J.SlandaD.SterrettB.WaterfieldD. A.WeissM. P.WelkerN. P. (2024). Domian three: Instruction in behavior and academics. In AcevesT.C.KenndyM.J. (Eds.), High-leverage practices for students with disabilities (2nd ed., pp.80–140). Council for Exceptional Children and CEEDAR Center.
20.
McDanielK. N. (2000). Four elements of successful historical role-playing in the classroom. The History Teacher, 33(3), 357–362. https://doi.org/10.2307/495033
21.
Medina-RicoM.López-RamosH.QuiñonezA. (2018). Sexuality in people with intellectual disability: Review of literature. Sexuality and Disability, 36, 231–248. https://doi.org/10.1007/s11195-017-9508-6
22.
MichielsenK.BrockschmidtL. (2021). Barriers to sexuality education for children and young people with disabilities in the WHO European region: A scoping review. Sex Education, 21(6), 674–692. https://doi.org/10.1080/14681811.2020.1851181
23.
RothmanE. F.BeckmeyerJ. J.HerbenickD.FuT. C.DodgeB.FortenberryJ. D. (2021). The prevalence of using pornography for information about how to have sex: Findings from a nationally representative survey of US adolescents and young adults. Archives of Sexual Behavior, 50, 629–646. https://doi.org/10.1007/s10508-020-01877-7
24.
SchmidtE. K.HandB. N.HavercampS.SommerichC.WeaverL.DarraghA. (2021). Sex education practices for people with intellectual and developmental disabilities: A qualitative study. American Journal of Occupational Therapy, 75, 7503180060. https://doi.org/10.5014/ajot.2021.044859
25.
SearsJ.CorneliusK. E. (2023). What do I need to include so students maintain their learning, not only for tomorrow, but for next week, next year, and forever? In OwinyR. L.CorneliusK. (Eds.), The practical guide for high leverage practices in special education: The purposeful “how” to enhance classroom rigor (pp. 303–314). Routledge. https://doi.org/10.4324/9781003525844-25
26.
Sexuality Information and Education Council of the United States. (2021). Youth with disabilities: Sexuality education and access to care. https://tinyurl.com/4j9a3bks
27.
StrnadováI.DankerJ.CarterA. (2022). Scoping review on sex education for high school-aged students with intellectual disability and/or on the autism spectrum: Parents,’ teachers’ and students’ perspectives, attitudes and experiences. Sex Education, 22(3), 361–378. https://doi.org/10.1080/14681811.2021.1941842
28.
TaylorJ. C.Harkins MonacoE. A. (2024). Culturally inclusive pedagogies and practices, intersectionality and HLPs. In AcevesT. C.KenndyM. J. (Eds.), High-leverage practices for students with disabilities (2nd ed., pp. 19–24). Council for Exceptional Children and CEEDAR Center.
29.
Van de PolJ.VolmanM.BeishuizenJ. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22, 271–296. https://doi.org/10.1007/s10648-010-9127-6
30.
WolfeP. S.WetalikJ. L.DomireS.GardnerS.RuizS. (2019). Review of instructional strategies used in socio-sexuality education for individuals with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 54(2), 186–195. https://doi.org/10.1177/215416471905400208
