The aim of this study was to investigate how teachers in schools for youths with intellectual disabilities view their pupils’ abilities to access sex education. The study is based on individual interviews with five teachers in years 6 - 9. The theoretical framework has been set by Michel Foucault’s theories on normality and power and “the ignored curriculum” as described by Nathalie A. Gougeon. It is also supported by additional theories on normality and sexuality. The results of the study show that, these pupils have a harder time finding information about sex and relationships, because of the stigma surrounding people with intellectual disabilities in relation to sexuality, and because of the lack of information about sex outside the classroom for youths with intellectual disabilities. Youths with no intellectual disabilities learn about sex also outside of classrooms to a large extent, which is more difficult for youths with intellectual disabilities. The role of the teacher as provider of sex education is therefore crucial.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-133608 |
| Date | January 2016 |
| Creators | Elfvelin, Love, Moberg, Frida |
| Publisher | Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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