Sexuality Education for Children and Youth With Autism Spectrum Disorder in Canada

Adam W J Davies,Tricia Van Rhijn,Alice-Simone Balter,Rsha Soud,Kimberly Maich,Jennifer Spracklin

doi:10.1177/10534512211051068

Abstract

With no standardized approach to sexuality education among Canada’s 13 provinces and territories and the various curricula focusing on neurotypical and non-disabled children, educators have insufficient instruction and lack appropriate training on how to address sexuality education for children and youth with disabilities, particularly children and youth with autism spectrum disorder (ASD). This article provides the current context of sexuality education for children and youth with ASD in Canadian schools and guidance for more inclusive approaches with attention to three important areas: puberty, relationships, and gender and sexual diversity. Recommendations are offered to support more inclusive approaches to sexuality education, acknowledging that a one-size-fits-all approach is insufficient for children and youth with ASD. The recommendations focus on three goals: (a) moving beyond simple knowledge-based approaches to include skill-building; (b) including parents, autistic voices, and advocates in planning and ongoing conversations; and (c) providing supports for educators.

Highlights

Comprehensive sexuality education describes cognitive, social, emotional, and physical development in a holistic manner that values bodily autonomy, diversity, evidencebased instruction, reproductive health, and respect for differences (Bialystok, 2019)
This column provides the current context of sexuality education for children and youth with autism spectrum disorder (ASD) in Canadian school settings and guidance toward more inclusive approaches
The effectiveness of comprehensive school-based sexuality education is widely recognized (Action Canada for Sexual Health and Rights, 2020), there is no unified approach in Canada, with provinces and territories responsible independently for the formulation of their own formal curricula

Summary

Introduction

Comprehensive sexuality education describes cognitive, social, emotional, and physical development in a holistic manner that values bodily autonomy, diversity, evidencebased instruction, reproductive health, and respect for differences (Bialystok, 2019). This column provides the current context of sexuality education for children and youth with ASD in Canadian school settings and guidance toward more inclusive approaches. 85% of Canadian parents support teaching sexuality education in schools (Wood et al, 2021), attempts to update curriculum often receive public pushback (e.g., Bialystok, 2019), with tensions between parents’ desires to control the content and children’s right to access information about sexual health and development (Bialystok, 2018; Davies & Kenneally, 2020).

Results

Conclusion