Sexual Health Curriculum

Access and Instruction

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Professional Development for

Special Educators

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Following this presentation, Special Educators will be able to

1. Describe the importance of access to health curriculum for all students
2. Actively ensure access for each student on your caseload to the sexual health units.
3. Determine learning objectives for your students that are aligned to support full access to the Partner District’s health curriculum.
4. Access and use SSD-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.

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

Vision: All students realize their full 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 to access 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 access for each student on your caseload to the sexual health units.

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Develop ongoing collaboration opportunities with all general education teachers, especially the health teacher.

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• Introduce yourself early, prior to the school year is ideal.
• Schedule meetings before the school year begins.
• Get connected to their communication system with families, (ask to be included in the newsletter list, and ask when letters are sent home).
• Describe your students and their needs; advocate for their place within the health classroom.
• Ask early about when sexual education and other grade-specific events are covered.

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Objective #3:

Determine learning objectives for your students that are aligned to support full access to the Partner District’s health curriculum.

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Create and distribute the student’s profile sheet.

• The health educator and other general education teachers need to know:
• The student’s learning profile
• Modifications and accommodations
• Behavior Intervention Plan (BIP) or other behavior management information
• Other helpful hints for engaging student
• Student profile sheet

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Ensure that all communication sent to general education students is sent to all students on your caseload.

• Develop a process for collecting information to send home.
• Develop a communication process to share information with:
• General education teachers
• Specialists
• Other service providers
• This is good practice for all curricular areas.

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Ensure the student’s accommodations and modifications are being used and are aligned with the identified learning objectives

• Explain the accommodations and modification on the profile sheet.
• Give examples of how to modify tasks.

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Resource: Inclusion Matters (www.ssdmo.org > Students and Families > Inclusive Education)

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Communicate the roles of the special educator and paraprofessional

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• Special Educators:
• Provide resources and ideas for how to modify tasks
• Help communicate with family

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• Paraprofessional:
• Provide direct support under direction and guidance of teacher-level staff.

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Support the learning of others in the creation and use of accommodations and modifications

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• Explain the difference between accommodations and modifications.
• Offer specific examples on how to change a task to simplify or modify to match student needs.
• Continue to follow the communication schedule to promote ongoing conversations.

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Outcome #4:

Access and use SSD-approved materials and resources to supplement instruction for sexual health and high-risk behaviors.

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Identify when replacement/

supplemental instructional methods or materials are necessary.

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• Accommodations or modifications are not sufficiently ensuring access to the curriculum.
• Sexualized behaviors are impeding overall learning.
• Student has risk factors or a possibility of triggers (trauma, LGBTQ+, etc.) suggesting a need for more sensitivity.

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Know where to access resources and supports for high-risk behaviors.

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• High-risk sexuality/sexualized behavior: behavior that impedes their learning or the learning of others.
• Contact the SSD administrator to address this need and access supports and resources.

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Following this presentation, Special Educators will be able to

1. Describe the importance of access to health curriculum for all students
2. Actively ensure access for each student on your caseload to the sexual health units.
3. Determine learning objectives for your students that are aligned to support full access to the Partner District’s health curriculum.
4. Access and use SSD-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: