“Join friends Malia, Rico, Max, Sam and Alexis as they talk about all the weird and exciting parts of growing up! This supportive group of friends are guides for some tricky subjects. Using comics, activities and examples, they give encouragement and context for new and confusing feelings and experiences.
Inclusive of different kinds of genders, sexualities, and other identities, they talk about important topics like:
– Bodies, including puberty, body parts and body image – Sexual and gender identity – Gender roles and stereotypes – Crushes, relationships, and sexual feelings – Boundaries and consent – The media and cultural messages, specifically around bodies and sex – How to be sensitive, kind, accepting, and mature – Where to look for more information, support and help
A fun and easy-to-read guide from expert sex educators that gives readers a good basis and an age-appropriate start with sex, bodies and relationships education! The perfect complement to any school curriculum.”
Sexuality and Disability is a free blog dedicated to providing a resource for women with disabilities. The blog answers questions pertaining to sex, the body, relationships, and more in a safe and open discussion. The welcome statement of the website encompasses this;
“Our site starts with the premise that people with disabilities are sexual beings – just like anyone else. sexualityanddisability.org is constructed as a bunch of questions a woman with a disability might have – about her body, about the mechanics and dynamics of having sex, about the complexities of being in an intimate relationship or having children, about unvoiced fears or experiences of encountering abuse in some form.”
Sexuality and Disabilityalso includes an award-winning section that appeals to many individuals with disabilities that contains stories from the point of view of an individual with a disability and gives an in depth and realistic view on sexual topics.
Key social and emotional milestones during adolescence are often directly related to the abilities to initiate and maintain intimate relationships, maintain physically maturing bodies, and manage personal sexuality. Most adolescents with developmental disabilities have particular difficulty expressing sexuality in satisfying ways, consequently facing issues such as limited intimate relationships, low self-esteem, increased social isolation, deregulated emotional maintenance, reduced sexual functioning, and limited sexual health.
Appropriate sexual knowledge assists not only in achieving personal fulfillment, but protection from mistreatment, abuse, unplanned pregnancies, or sexually transmitted diseases (STDs). It also works to help solve problems of loneliness and problems with self-esteem.
This book will address this but also much more. Issues of physical and cognitive development will be discussed, including appropriate sexual development/urges and brain development, and innate similarities and differences of sexuality that could occur between people with autism spectrum disorders and intellectual or developmental disabilities, including the complexities of physical disabilities. The authors will also consider special considerations for group homes and recreational facilities, and specifically focus on concepts of ethics and models of consent (medical, legal, social, and educational), as well as how to deal with uncertainty.
Both Hape and Melissa & Doug have made anatomically correct body puzzles.
Hape sells boy and girl puzzles separately for around $20.00 each. The children are pre-pubescent and European American. The video below shows a child completing the puzzle. The toys are distributed by Hape but are actually made by a company called Beleduc out of Holland. Beleduc also has a great pregnant mother puzzle that is a little difficult to find.
Melissa & Doug make a magnetic human body play set that includes children of both genders for about 13.00. The children are early adolescents and European American.
Guest Room is a short film Written & Directed by Joshua Tate and starring Lauren Potter (“Glee”) and Michael Iovine. It won the Audience Award (Competition Short) at SXSW 2015.
I think you are going to love this movie. It’s beautiful, emotional, and honest. I could easily see this being used in a human sexuality classroom to help discuss parenting, consent, and support from families. It follows the story of a young couple who are faced in a situation many young couples find themselves in, an unexpected pregnancy. Like many young couples, the response of their families is shock and disappointment and this makes it difficult to determine their own feelings, hopes, and wants.
There was one statistic that was mentioned in the film that I had not heard before. It said that a women with Down Syndrome has a 50% chance of having a child with Down Syndrome. I did a little digging to see if I could find out more and received some help from The Tech Geneticist a project from the University of Stanford which seeks to increase the public understanding of genetics. About half of the eggs of a women with Down Syndrome will have an extra 21st chromosome (similar to what is described in this post http://genetics.thetech.org/ask/ask296). Her actual chance of having a child with Down Syndrome is less than 50% because fetuses with extra 21st chromosomes are at increased risk of complications. According to the National Down Syndrome Society only about 50% of women with Down Syndrome are fertile (ovulate).
It’s trickier when it comes to thinking about the father. Much less is known about the heritability (chance of passing a genetic trait on) of Down Syndrome for men with Down Syndrome, but it may be that their sperm that carry two 21st chromosomes would be less viable than their sperm that only have one. Both the Tech Geneticist and the National Down Syndrome Society suggested men with Down Syndrome seem to have much lower fertility rates than their same age peers with two 21st chromosomes.
The 1 hour and 13 minute movie, Autism in Love, is about falling in love, wanting to fall in love, the struggle of understanding love, and heartbreak. More than that, this movie is about what it means to be autistic, how love shapes identity, and the support of family. There are multiple viewing options but it is currently airing for free on Independent Lens. It follows the stories of four individuals on the autism spectrum as they navigate issues of love and relationships.
This movie is more geared toward adults as the youngest person featured in the film is in his early 20s and much of the film centers on marriage. If you were working with older teens, you may want to focus on Lenny.
This tool kit from ATN/AIR-P provides information on body changes; self-care and hygiene; public vs. private rules; staying safe: strangers, secrets and touch; elopement; safety planning for increased aggression; and Internet safety.
Some of my favorite features:
Link to underwear designed to keep menstrual pads in place (I had no idea this existed!)
They have parent stories throughout.
They have suggestions for how occupational therapy can provide support.
This publication was developed and written by Vanderbilt Leadership Education in Neurodevelopmental Disabilities (LEND). There is a boy version and girl version. Each version has a booklet for parents or teachers and supplemental materials which include storyboards and visuals that you can use in implementing the methods outlined in the toolkit. It is free and there is a Spanish version!
Anatomy and Reproduction were the topics for week 2. We started off the session with a game called “Parts and Post-it Notes” to talk about body parts with the participants. To play this game we had a giant piece of paper with the outline of a body on it. We gave the participants post-it notes to write down the body parts that they knew and asked them to place them on the outline of the body.
After this activity, the participants were told that for the rest of the class they would be focusing on body parts related to reproduction (another way to refer to sex organs or private parts). The participants were then directed to the next activity where they practiced saying terminology related to reproduction out loud and recording their responses to how saying the words made them feel.
When the participants finished the terminology activity, we spit them into two groups to start the fruit anatomical model of reproductive organs using fruit. The participants were shown a picture of the parts of the body and were giving tooth picks and flash cards to label the fruit parts and their functions. This activity was great for the participants to learn the vocabulary in a little abstract and safe way! For a more concrete example of reproduction, we used the “Miracle of Life” video to explain the process.
We ended this session by having the participants briefly summarize that they learned during the session.
You Are in Charge of Your Body: A video series aimed at young children to identify and understand sexual abuse and how to communicate these incidents to adults. It also teaches children to take charge of their bodies.
Sexual violence comes in many forms and it can be difficult to distinguish them. Here’s a basic guide on how to classify types of sexual violence.
Sexual Harassment: Giving someone unwanted sexual attention. This can include touching someone’s body without their explicit permission, asking for sexual acts, and catcalling, which is an unwelcome, sexually charged comment.
Rape: Forced vaginal, anal, or oral sexual intercourse. Rape lacks clear consent. Rape can occur by strangers or people you know, even a partner. Sometimes, power is used to coerce a person into sexual intercourse. In these case, usually a person declines sexual advances and is then guilted into intercourse.
Statutory Rape: Sexual intercourse with a person who is a minor or not at the age of consent (which varies by state and country). Get more information on statutory rape and the age of consent here.
Incest: Sexual acts between people who are related. This can be siblings, parent-child, uncles/aunts and nephews/nieces.
Domestic Violence: Violence between two people in an intimate partnership. This includes threats and acts of violence (i.e. battery).
Stalking: When a person repeatedly follows, watches, or harasses someone for a long period of time. This can include excessive phone calls (i.e. five phone calls in one hours) and giving gifts.
So, how can we prevent sexual violence and protect ourselves and others against it?
Understanding sexual violence: By understanding the types of sexual violence, it can be easier to identify and understand how it can affect yourself and others.
Speak out if something doesn’t feel right: If you are feeling that you have been part of a sexual act that did not make you feel good or that you did not want to do, telling someone you trust or contacting a sexual assault survivor’s line can help clarify the situation.
Teach consent as a mandatory step in all sexual situations: Consent is a fancy way of saying “yes, I would like this to happen.” By giving consent, you are allowing another person to touch your body. You can tell them what you are and are not comfortable with (i.e. “I do not want to do vaginal sex, only oral”). Understanding that consent can change at anytime during the interaction is also important and can be overlooked. It’s okay to say “stop, I don’t want to have sex anymore.”
Here’s a quick video about consent, including examples of what consent looks like.
This activity can be used to teach about different intimate activities, either alone or with a partner. All of the actions come in a word list form and in a visual form. The activity includes a continuum worksheet in which activities can be classified as “less intimate” and “more intimate”.
One way to use this activity is to teach what sex is. We often assume that people understand what sex is, but people have difficulty with understanding sex even when it is explained. First list the acts of intimacy in a continuum and then discuss “where sex starts” or “which activities are sex and which ones are not. This is more difficult than it seems. For example, it is not uncommon for students to start with thinking that “kissing above the waist over the clothes” is sex. When we teach this activity, we encourage students to express their own understanding of what is more or less intimate but because the concept of a spectrum is difficult, we guide them at the anchors of what is the most inmate and least intimate. By seeing sex in the context of different sexual activities it helps fill in some of the gaps.
Instead of a continuum you could use categories- the categories we use help reinforce the idea of a continuum as well. There is also a list of different levels of intimacy that can be used to classify these activities. Using the activity in this way is consistent with the concept of postponement- postponing intercourse until a relationship is more serious of formalized.
Sometimes when people see all the different acts of intimacy they are surprised but it is important to be inclusive of all different forms of sexual expression. We also don’t use all the different acts with every group, but we’ve given you a pretty comprehensive list that you can tailor to meet your student or child’s needs.
Flirting can be a difficult subject to talk about because it always varies. This aid has some typical behaviors that are flirting, maybe flirting, and not flirting. It’s important to note that this is not a exhaustive list and that some of these behaviors are not guarantees of flirty or not flirty behavior, but it is a great place to start the conversation. This activity can be used to steer a conversation about how and when flirting occurs, and the fluidity of these behaviors.
YouTube has a lost of great sexuality education resources but it can be hard to find among all of the “not safe for work” content. Here’s a few channels and videos that might be useful. One of the most difficult tasks sex educators report is explaining intimate acts. This can be uncomfortable and difficult so I’ve tried to focus on these difficult to teach topics. The videos may not be the best fit for the person/people you’re working with, but they can give you an idea where to start. The channels also have great resources for expanding your own education on sexuality topics.
Healthchannel is a YouTube channel with short videos on a variety of health care issues including sexual health resources including a few I’ve listed below. The videos aren’t prefect. They don’t feature animations with people with disabilities and focus on heterosexual couples, but they give very precise, clear information.
Sexplanations is another YouTube channel. They have mini episodes on human sexuality topics from shared sexual behavior to STDs to anatomy. Again the videos aren’t perfect. They move a little too quickly than I would like, but I’ve selected a few I think could be helpful. They could also be good to expand your own understanding of various topics.
Teaching and learning about privacy can be difficult and confusing. This activity uses a continuum of privacy (using private, semi-private, and public) to help differentiate privacy levels. There are two topics: body parts and places. You can use this activity to explain different privacy levels and explain contextual differences (i.e. a stomach can be a public body part at the beach, but a private body part at school) . Download the privacy activity places and body parts here!