Sexual Health Curriculum

Access and Instruction

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Professional Development for Curriculum Coordinators, General Education Administrators, & Special Education Administrators

Following this presentation, Curriculum Coordinators, General Education Administrators, and Special Education Administrators will be able to

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1. Describe the importance of access to health curriculum for all students.
2. Actively ensure systematic consideration of all students to the sexual health units.
3. Determine learning objectives and teach (or support others how to determine) students with disabilities in alignment with the district’s health curriculum.
4. Direct others to SD-approved materials and resources to supplement instruction (e.g., social skills, sexual health, character education) for sexual health and high-risk behaviors that are in alignment with SSD Board Policy IGAEB - Sexual Health Instruction.

Objective #1:

The importance of access to health curriculum for all students.

Describe the Importance of Access to the Health Curriculum for ALL Students

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Prevent abuse, prevent sexual crime or offense, develop healthy relationships, and ensure adult life success.

Connection to Student Success

Equity: All students have access to and learn from the health curriculum, especially sexuality education, per SSD and partner district Board policies.

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The Importance of Access to the Health Curriculum for ALL Students

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Prevent abuse, prevent sexual crime or offense, develop healthy relationships, and ensure adult life success.

Connection to Student Success

Equity: All students have access to and learn from the health curriculum, especially sexuality education, per SSD and partner district Board policies.

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“The rate of rape and sexual assault against people with intellectual disabilities is more than seven times the rate against people without disabilities.”

Normand, C.L &, Sallafranque-St-Louis. Cybervictimization of Young People With an Intellectual or Developmental Disability: Risks Specific to Sexual Solicitation. J Appl Res Intellect Disabil. 2016 Mar;29(2):99-110.

Valenti-Hein, D. & Schwartz, L. (1995). The Sexual Abuse Interview for Those with Developmental Disabilities James Stanfield Company. Santa Barbara: California

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“Among women with intellectual disabilities, it is about 12 times the rate.”

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Normand, C.L &, Sallafranque-St-Louis. Cybervictimization of Young People With an Intellectual or Developmental Disability: Risks Specific to Sexual Solicitation. J Appl Res Intellect Disabil. 2016 Mar;29(2):99-110.

Valenti-Hein, D. & Schwartz, L. (1995). The Sexual Abuse Interview for Those with Developmental Disabilities James Stanfield Company. Santa Barbara: California

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More than ninety percent (90%) of people (both male and female) with developmental disabilities will experience sexual abuse at some point in their lives. Forty-nine percent (49%) will experience ten or more abuse incidents.

Normand, C.L &, Sallafranque-St-Louis. Cybervictimization of Young People With an Intellectual or Developmental Disability: Risks Specific to Sexual Solicitation. J Appl Res Intellect Disabil. 2016 Mar;29(2):99-110.

Valenti-Hein, D. & Schwartz, L. (1995). The Sexual Abuse Interview for Those with Developmental Disabilities James Stanfield Company. Santa Barbara: California

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Internet, social media, and cell phones are increasing this risk exponentially...

Gowen, L. K., & Aue, N. (Eds.) (2011). Sexual Health Disparities Among Disenfranchised Youth. Public Health Division, Oregon Health Authority and Research and Training Center for Pathways to Positive Futures, Portland State University

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Lack of access to

health curriculum

Higher numbers of unplanned pregnancies

and sexually transmitted infections (STI) rates in youth and adults with disabilities.

Gowen, L. K., & Aue, N. (Eds.) (2011). Sexual Health Disparities Among Disenfranchised Youth. Public Health Division, Oregon Health Authority and Research and Training Center for Pathways to Positive Futures, Portland State University

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Lack of or inadequate sexual health education

Youth and adults with disabilities being charged with sexual crimes/offenses/ harassment

The Importance of Access to the Health Curriculum for ALL Students

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Prevent abuse, prevent sexual crime or offense, develop healthy relationships, and ensure adult life success.

Commitment to students and their success.

Equity: All students have access to and learn from the health curriculum, especially sexuality education, per SSD and partner district Board policies.

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To achieve SSD’s mission and vision all curriculum and educational opportunities MUST be included in the planning and delivery of services and supports for all students.

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Mission: To support and empower students of all learning abilities to excel to their greatest potential

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Vision: Every student realizes their fullest potential in life and learning

The Importance of Access to the Health Curriculum for ALL Students

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Prevent abuse, prevent sexual crime or offense, develop healthy relationships, and ensure adult life success.

Connection to Student Success

Equity: All students have access to and learn from the health curriculum, especially sexuality education, per SSD and partner district Board policies.

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SSDs Equity Statement:

Educational Equity exists when EACH STUDENT has opportunity and access to resources that focus on positive learning outcomes. This is achieved through an intentional focus on purposeful engagement, rigorous and individualized instruction, and relevant experiences.

Access to Health Curriculum for ALL Students is CRITICAL

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Objective #2:

Actively ensure considerations of all students to the sexual health curriculum.

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Ensure each student’s family get a notification letter that the sexual health unit is going to be taught.

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• Double check with school administration, office administration, and classroom teachers to ensure students with disabilities in your school (for example, students who receive services in special education classrooms) receive all notifications about sexual health units.
• Check in with special educators to make sure no families were missed.

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Objective #3:

Determine and teach or support others how to determine learning objectives for students with disabilities that are aligned to the district’s health curriculum.

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Ensure student profile sheets are created, shared, and reviewed.

• Talk with staff annually to review the process established.

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Provide or arrange for professional learning for staff.

• Assess staff understanding and ability to determine learning objectives for students with disabilities.
• Determine approaches to develop staff knowledge and skill, if needed.
• Use accommodations and modifications.
• Seek support from special educators to improve or problem solve accessing the partner district curriculum.

Outcome #4:

Direct others to SSD approved materials and resources (aligned to SSD Board Policy IGAEB- Sexual Health Instruction) to supplement instruction for sexual health (e.g., social skills, sexual health, character education) and high-risk behaviors.

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How?

• Identify when replacement/alternative instructional methods or materials are necessary.
• Communicate instructional needs to special education case managers.

Following this presentation, Curriculum Coordinators, General Education Administrators, and Special Education Administrators will be able to

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• Describe the importance of access to health curriculum for all students.
• Actively ensure systematic consideration of all students to the sexual health units.
• Determine learning objectives and teach (or support others how to determine) students with disabilities in alignment with the district’s health curriculum.
• Direct others to SD-approved materials and resources to supplement instruction (e.g., social skills, sexual health, character education) for sexual health and high-risk behaviors that are in alignment with SSD Board Policy IGAEB - Sexual Health Instruction.

For more information, please contact the following SSD supports: