Sexual Health Curriculum
Access and Instruction
Professional Development for Paraprofessionals
Following this presentation, paraprofessionals will be able to:
directed by special education case manager or related service provider
Objective #1:
The importance of access to health curriculum for all students.
The Importance of Access to the Health Curriculum for ALL Students
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
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
“Among women with intellectual disabilities, it is about 12 times the rate.”
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
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
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
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
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
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.
Mission: To support and empower students of all learning abilities to excel to their greatest potential
Vision: All students realize their full potential in life and learning
The Importance of Access to the Health Curriculum for ALL Students
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
Objective #2:
Coordinate and communicate with special education teachers regarding upcoming sexual health unit(s) for students and communicate to case managers about students’ high risk behaviors
Use ongoing collaboration and communication processes established between the special education case manager and general education teacher, especially the health/PE teacher.
Promote that all communication sent to general education students is sent home to all students -- especially students with disabilities
If you are seeing a high-risk behavior, communicate with the special education teacher immediately
High-risk behavior include, but are not limited to, things such as
Objective #3:
Coordinate with special educators and health educators to implement accommodations and modifications congruent with the identified learning objectives
How?
1. Become familiar with the student’s accommodation and modifications
2. Use the student’s accommodations and modifications
3.Provide feedback regarding the effectiveness of the accommodations and modifications
Review the student’s profile sheet with the special education teacher and understand the content well enough to be able to implement accommodations / modifications
Student learning profile
Provide feedback to both special education and general education teachers about effectiveness of accommodations and modifications
This might be a topic at regularly scheduled collaboration meetings.
Ensure the students’ accommodations and modifications are being used and are aligned with the identified learning objectives
**NOTE: Who makes the accommodations/modifications? Paraprofessionals may create materials but the special educator is responsible for selecting accommodations/modifications
Outcome #4:
Implement the instructional plan as directed by special education case manager or related service provider
Use teacher-directed materials and resources
Provide feedback to health teacher and the case manager if it seems replacement/ supplemental instructional methods or materials are necessary
Following this presentation, paraprofessionals will be able to
For more information, please contact the following SSD supports:
Professional Development Division of Professional Learning: 314.989.7800 | Curriculum Office of Teaching, Learning and Accountability: 314.989.8517 | |
Outsourcing Resources / Responding to Crises SSD Health Services 314. 989.8247 | Resources Parent Education and Diversity Awareness 314.989.8460 Social Work Effective Practice Specialist: 314.989.8444 | Research and Data- DESE Resources: |