Parents’ Perception Having Children with Intellectual Disability Providing Sex Education

Abstract

Introduction: Children with intellectual disability have the same sexual needs as the average children. Parents are their children’s primary sex educators, but many parents are afraid of talking to their children about sex. The purpose of this study to explore the perception of parents in providing sex education to children with intellectual disability. Methods: A qualitative study using phenomenological approach. Focus group discussion (FGD) and in-depth interviews (face-to-face) with ten parents having children with mild or moderate intellectual disability, aged nine-eighteen years registered at SLB Negeri 1 Yogyakarta. Colaizzi method was used to identify core themes and patterns. Results: Four themes were found: the importance of sex education for children with intellectual disability, the mother has the most important role in providing sex education, the distinction of sex education for children with intellectual disability, religion is important in sex education. Conclusions: Perception of parents in providing sex education to children with intellectual disability is different from parents with normal children. Parents should be earlier deliver sex education to protect them from sex abuse and the method of giving sex education with practice. The role of parents, especially mother is very important to provide sex education than father.