DSRS4111: Research Paper: Sexuality and Intellectual Disability

This research paper, submitted for DSRS4111, investigates the multifaceted perspectives on sexuality for individuals with intellectual disabilities, considering the viewpoints of staff, family members, and society at large. The paper delves into the historical context of societal attitudes, which often view individuals with intellectual disabilities as asexual. It reviews relevant literature, exploring challenges such as limited access to sexual education, vulnerability to abuse, and the impact of restrictive practices like sterilization. The methodology involves a literature review of peer-reviewed articles and a video interview, examining the experiences of individuals with intellectual disabilities, their families, and support staff. Findings highlight the importance of social inclusion, positive attitudes from caregivers, and the application of psychological theories to understand sexual development. The paper underscores the need for sexuality education, self-advocacy, and the recognition of human rights, advocating for a person-centered approach to support the sexual needs of individuals with intellectual disabilities. Implications of the research emphasize the significance of addressing barriers to sexual development and promoting awareness of sexuality in the disability field, with recommendations for further research on sexual behavior and the development of sexual knowledge.

DSRS4111: Intellectual Disability
Major Assignment - Research Paper on Sexuality and People with intellectual disability
Due date 16/11/2017
Name of student:
Student ID:
Topic Coordinator:

Introduction
Statement of purpose: This paper will explore the perspectives of sexuality for people
with intellectual disability with the context of general staff as well as their family
members.
The following report is aimed at analyzing different the perspectives and attitudes that
the society has towards sexuality orientation and intellectual disability (Eastgate,
2008; Gavidia-payne & Meaney-Tavares, 2012). Thereafter, the report provides an
illustration of relevant theoretical concepts alongside the evidence that has been
previously observed in context of sexuality of individuals with intellectual disability
(Bellon, Darragh, Ellison& Reynolds, 2017; Eastgate, 2008). The audience includes
people with intellectual disabilities, families and service provider who could get the
insights of the sources utilized for the report through an outline of the processes or
methods used for literature review followed by the findings from this paper (Gavidia-
payne & Meaney-Tavares, 2012). The implications and future recommendations
would include finding the impact of the findings on other individuals interested in
supporting people with intellectual disability including paid carer or support worker,
service provider and family members (Bernert, 2011).
Sexuality and intellectual disability
The issue considered for this report is related to sexual orientation of people with
intellectual disability (Eastgate, 2008). Historically, people in the society perceive
people with intellectual disability as childlike, devaluated, unable and taboo for them
to be intimate relationship with their love ones (Bellon, Darragh, Ellison, & Reynolds,
2017; Eastgate, 2008). Generally, sexuality of an individual is framed from the
biological, social and psychological aspect in context of the individual as well as an
impact of personal attitude, beliefs and values (Bellon et al., 2017).
However, people with intellectual disability face with different challenges on the basis
of their sexual orientation (Eastgate, 2008). People with intellectual disabilities
experience similar range of attitudes, biological change, sexual thoughts, desires and
feeling as other humans (Carr et al., 2017). Eastgate (2008), noted that some people
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with intellectual disability could be offered masturbations support instead as form of
relieving their sexual tensions or access to pornography videos.
Literature review in regards to sexuality and people with intellectual disabilities
It observed from various research studies that individuals with intellectual disabilities
could be subject to several barriers during their development into adulthood (Bellon et
al., 2017; Eastgate, 2008; Insight SBS, 2016). The myths and prejudice or
discrimination towards people with intellectual disability and their sexuality
orientation are strengthened by lack of attention of society to this issue (Heller, Hsieh
& Rimmer 2014; Eastgate, 2008). The evidence based studies and stories or other
mixed experiences from both individual with intellectual disability, family carers,
services and other health professions acknowledge the lack of social attention to the
issue (Bellon et al., 2017; Insight SBS, 2016).
The television interviews done with Insight SBS (2016) showed that people with
intellectual disability were happy to be in the intimate relationship while others
looked forward to be in the relationship (Insight SBS, 2016). For instance, the
participants with intellectual disability currently in intimate relationship disclosed that
having sexual relationship with their partner helped by reducing any pain, increase
sleep and social interaction (Insight SBS, 2016).
The support workers depicted mixed reactions in context of supporting the sexual
orientation of individuals with intellectual disabilities (Insight SBS, 2016). Most
families, support staff and paid caregivers had limited awareness in context of sex and
intellectual disability believe that they were unable to allow them involve in the
sexuality due to different reasons (Insight SBS, 2016). The reasons primarily include
lack of communication abilities of person with intellectual disability to consent for
having sex, limited sexual education, loneliness and vulnerability to sexual abuse and
rape (Kramers- Olen, 2016; Insight SBS, 2016).
Furthermore, current studies highlights that professionals and supports works have the
positive attitudes towards people with disabilities which characterized with supporting
with intellectual disability in reaching out to their sexuality needs or orientation
(Gavidia-payne & Meaney Tavares, 2012). For instance, the study done by Carley et
al. (2009) explores the perception in regards sexuality orientation for people with
intellectual disability. The findings highlighted that higher percentages of paid staff
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reported significant supportive and had positive attitudes towards sexuality
acceptance for people with intellectual disability involving in intimate and non-
intimating relationship (Carley et al., 2009); Gavidia-payne & Meaney Tavares,
2012).
The paid caregivers had higher understanding of sexuality and disabilities because
they had enough training and experience in supporting people with intellectual
disability (Gavidia-payne & Meaney Tavares, 2012). Therefore, paid staff had to
work together with families for supporting people with intellectual sexual education,
empowering people with intellectual disability for learning self protection skill against
sexual abuse and interpersonal skills (Carley et al., 2009; Gavidia-payne & Meaney
Tavares, 2012; Insight SBS, 2016).
The lack of opportunities for people with intellectual disabilities could result in
unplanned pregnancies, sexual abuse and transmitted infections such as HIV (Bernert
& Ogletree, 2013) ; Kramers-Olen, 2016). It noted that families get worried for the
wellbeing of family members with intellectual disabilities and resort to measures such
as sterilization of women or medication of men without formal consent (Bellon et al.,
2017; Kramer-Olen, 2016; Insight SBS, 2016).
According to Brown, and Pirtle (2008) noted that any human being has right to
choose their sexual orientation without any barriers. Therefore, the restrictive
practices such as sterilization of women or medication to the males can be considered
as breach of human rights and conventions of people with disability (Bellon et al.,
2017;Insight SBS, 2016; UNCRPR, 2016). In addition, Based on the CRPD different
article a show the right people with intellectual disability needs to be met in order to
enhance their quality of life. The article 5, 10, 24, and 25 says that people with
disabilities should have right of life, equality and non-discrimination, education and
health (UNCRPR, 2016).
Furthermore, it highlighted that the sexual education and self-advocacy in regards to
sexuality orientation could improve the quality of life of people with intellectual
disability (Brown & Pirtle, 2008; Insight SBS, 2016). For instance, interview done by
the insight SBS (2016) participant disclosed that having partner who could having
intimate relationship help them reducing pain, increase social inclusion, sleep well,
reduce sperms for the men and live the happy life with partner. Social inclusion is
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Sexuality and People with intellectual disability ID: 2138107

considered effective for involving people with intellectual disability to perceive social
identity effectively thereby involving possible access to sexuality. The issues of
sexuality for people with intellectual disability has not been emphasized appropriately
in the disability field thereby limiting the understanding of experiences in supporting
individuals with intellectual disability access to sexual needs(Murry, Rushbrooke &
Townsend, 2014).
Methodology
The purpose of this report paper was to review and explore the perspectives of
sexuality for people with intellectual disability with the context of general staff as
well as their family members. The sources for information for the literature review
were acquired from peer journal article retrieved from online publication from Google
scholar, ProQeust, disability journals, Scopus, psychology journal, Google books and
video stories. The key that were used for information for this report include
intellectual disab, sexuality, women, men, intimate relationship, human right, sex,
service support, sibling, parent, family, professional and attitudes.
Over 20 peer review articles and one video interview were found. Most of these
articles conducted using both quantitative and qualitative methodologies. It
determinates and explained different experiences that people with intellectual
disability face on when it become choosing to sexuality orientation or needs (Bellon
et al., 2017; Carley et al., 2009; Insight SBS, 2016).
Participant
The participants had voluntarily participated in the study due to requirements of
disclosure of personal information. On the basis of eligibility, they had to be either
adolescent, family caregivers or staff service providers (Bellon et al., 2017 Carr et al.,
2017; Bernert, 2011Gavidia-Payne et al., 2012; Eastgate, 2008; Insight SBS, 2016). It
highlighted that qualitative research used social constructive grounds for gathering the
lived experience from the individual with intellectual disability, paid staff and family
carers Cleary, Hayter & Horsfall, 2014; Green & Thorogood,2017).
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Findings
The findings from the literature review suggest prominent references to different
theoretical concepts relevant to the perception of sexuality by individuals having
intellectual disabilities. The obvious gap that can be observed as an outcome of
critical reflection on literature is noticed in the form of research on the impact of
psychological theories in determining sexuality (Srivastava& Schwartz, 2014). While
the prospects of social inclusion are considered effective for involving people with
intellectual to perceive social identity effectively thereby implying their possible
access to sexuality (Bates, Meltzer & Robinson, 2016). The social inclusion
(recreation, work, play games and music club) of people intellectual disability is also
considered significant for them as it could open the doors of meeting and socialize
with new people and allow them to make new friends (Bates, Meltzer & Robinson,
2016; Insight SBS, 2016). The literature gaps also reflect on the apprehensions of
individuals with intellectual disability from the acts of sexual activity due to concerns
of abuse in the sexual relationship (Bates, Meltzer & Robinson, 2016; Insight SBS,
2016).
The studies available in literature depicted lack of formal indications towards the
impact of self-discipline and lack of sex education from their caregivers as
determinants of sexual behavior among people with intellectual disability (Bellon et
al., 2017). The application of psychological theories to the determination of sexuality
of individuals with intellectual disability could also be assumed as a critical gap in the
literature (Gavidia-payne & Meaney Tavares, 2012). It can be critically delivered that
the implementation of psychoanalytic theory in case of development of sexuality is
not perceived deeply in the literature sources (Gilisen, Veltman &Vissers, 2016). The
individual stages of psychoanalytic development should be applied in the case of
people with intellectual disability in order to perceive the limitations in individual
stage as compared to other human being so to determine supportive measures for
them to access to sexuality needs (Hall & Yacoub, 2008).
In addition, as the National Disability Insurance Scheme has been rolled out in
Australia with the aim of providing an opportunity for people with disability to
practice their own choice and control how to live their lives (NDIS, 2017). As the
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NDIS used the person centred approach, it entailed the provision of resources such
sex education, encourage family to discuss and plan the future that would allow their
children to access the sexual needs (NDIS, 2017).
Implications of findings and future recommendation
The research findings were reflective of the prominent barriers that affect
development of sexuality among individual with intellectual disability. The primary
outcomes of the research were reflective of the role of lack of attention to the
sexuality needs for people with intellectual disability (Bellon et al., 2017 Carley et al.,
2009; Eastgate, 2008; Insight SBS, 2016). The outcomes also refer to sexuality
education as a promising measure for resolving the research issue (Gougeon, 2009).
The research findings could be considered influential for the lives of people with
intellectual disability due to the significance of psychological theories to ascertain the
stage of psychological development they are in (Gilisen, Veltman & Vissers, 2016).
The findings could raise considerable efforts from researchers to classify the varying
sexual behavior of people with intellectual disabilities and relating them to the stage
of sexual development (Bates, Meltzer & Robinson, 2016; Insight SBS, 2016). It is
also imperative to observe the precedents used by individuals with intellectual
disability to describe sexual activity that can provide a practical impression of the
sexuality of people with intellectual disability (Bellon et al., 2017; Kramers-Olen,
2016; Insight SBS, 201). Brewster and Mccliments (2017) noted that people with
intellectual disability could be able to acquire beneficial outcomes in the form of
awareness of sexual knowledge and its implications on the development of sexuality
trough sex education, social inclusion, and access to group activities. Therefore,
gaining access to diverse sources of sexual knowledge could be of assistance for the
people with intellectual disability to gain sexual information rather than being subject
to myths and prejudice from the society point views (Bellon et al., 2017 Carley et al.,
2009; Eastgate, 2008 ;Insight SBS, 2016).
The research review provided in depth information regarding the options to counter
the barriers experienced by individuals with intellectual experiencing their sexuality
(Insight SBS, 2016). The implication of the research findings could also be beneficial
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for other involved in supporting people with intellectual disability fulfill their goals or
needs such as family carer, care services and people in the society so to develop
positive attitudes towards sexuality needs for people with disabilities (Insight SBS,
2016).
Care services providers should also improve understanding of sexuality of individuals
with intellectual disability thereby make them more lenient and amiable in supporting
and advocating clients for sexuality access and education (Bellon et al., 2017).
Government regulations would make sure that people received equal access to
services that are available in the community (Insight SBS, 2016). The literature gaps
were found because the most of the previous studies were conducted using qualitative
which could be not liable for the external validity due to smaller sample sizes used for
researching the perception and lived experience of people in the society in regards to
sexuality and people with intellectual disability (Bellon et al., 2017 Carley et al.,
2009; Eastgate, 2008; Insight SBS, 2016).
Conclusion
It discovered from reviewing previous and current articles in regarding sexuality and
disability that they were lacking with sexuality inclusion in the society (Bellon et al.,
2017 Carley et al., 2009; Eastgate, 2008). The evidence based studies that conducted
used the qualitative methods noted that paid carers were more supportive than
families carer when it comes of supporting children in discussing, education and
supporting their children in regards sexuality orientation (Kramers- Olen, 2016;
Insight SBS, 2016). Hence, the NDIS has the vast responsibility of making sure that
people with intellectual disability accessed the most relevant quality of services with
their choice that would enhance people with intellectual disability’s quality of life
(NDIS, 2017). The other noticeable aspects of the research review could be identified
in the critical discussion on the literature findings a alongside depicting the
implication of findings for people with intellectual disabilities and the associated
individuals (Bates, Meltzer & Robinson, 2016).
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