E2.04 - IGNITE: From Knowledge to Empowerment: A Fresh Perspective on Sexuality Education in Intellectual and Developmental Disabilities

Brief Abstract Summary: Sexuality education for individuals with intellectual and developmental disabilities (IDD) has long been knowledge-heavy and reactive. This scoping review (2016–2024) demonstrates progress in curriculum design and measurement, including validated assessment tools and structured interventions that address knowledge and parent–child communication. Curricula are beginning to incorporate consent, boundaries, and online safety, reflecting trauma-informed and rights-based priorities. Yet systemic barriers such as lack of training, guidelines, and cross-sector collaboration persist, and most outcomes remain limited to knowledge rather than skills or attitudes. The findings highlight the need for comprehensive, inclusive sexuality education for individuals with intellectual and developmental disabilities that extends beyond knowledge to empower safe, autonomous, and fulfilling relationships.

Detailed abstract description:

Background: Sexuality education for people with intellectual and developmental disabilities (IDD) has historically been limited, reactive, and often focused on risk prevention. Earlier reviews highlighted that most programs emphasized factual knowledge but neglected skills, attitudes, and decision-making, leaving IDD populations vulnerable to abuse, exploitation, and poor sexual health outcomes. Since 2016, a body of literature has emerged, addressing gaps in measurement, curriculum design, and inclusive pedagogical practices, while also exposing persistent inequities and implementation barriers.

Methods: This scoping review synthesized peer-reviewed studies on sexuality education for individuals with intellectual and developmental disabilities (IDD) published between 2016 and 2024, following Arksey and O’Malley’s framework. Literature searches were conducted across major databases using keywords related to sexuality education, developmental disabilities, postsecondary or higher education, and inclusive programs. Studies were excluded if they focused on youth (using terms such as Child*, Youth, or Adolescen*), employed outdated terminology (e.g., mental retard*), addressed physical disabilities, or were published before 2006. A total of twelve studies met the inclusion criteria and were extracted for analysis. Key data elements included study design, participant characteristics, setting, curriculum focus, delivery approach, and reported outcomes. Quantitative, qualitative, and mixed-methods findings were synthesized thematically to identify emerging trends in curriculum development, pedagogical approaches, and outcome evaluation.

Results: The twelve included studies show a shift toward inclusive, participatory, and rights-based sexuality education for individuals with intellectual and developmental disabilities. Emerging tools such as the ISK-ID scale, Mastery Learning, and adapted CBT models improved knowledge retention and parent–child communication. Curricula emphasize consent, boundaries, and online safety, reflecting trauma-informed and autonomy-focused practices. However, outcomes largely measure knowledge rather than skills or behavior. Ongoing barriers include limited educator training, a lack of standardized guidelines, and weak coordination across systems. Early-age interventions and long-term evaluations remain scarce. Notably, younger age groups (5–10 years) and long-term program evaluations remain underrepresented.

Conclusions: The findings reveal that while recent initiatives show promise in advancing inclusive and measurable sexuality education for people with IDD, significant gaps remain. Programs must move beyond factual instruction toward comprehensive frameworks that foster communication, consent, and decision-making skills. Strengthening implementation infrastructure, professional training, and longitudinal evaluation will be essential to ensure equitable, empowering, and sustainable outcomes.