Sexuality Education for Students with IDD: Factors Impacting Special Education Teacher Confidence
Abstract
There is limited research on sexuality education for individuals with intellectual and developmental disabilities (IDD). The present study examined special education teachers’ feelings of self-efficacy to teach sexuality education to students with IDD. Using a 36-item Attitudes and Beliefs Instrument and a 13-item Self Efficacy Survey, this study surveyed 179 participants to investigate the predictors of a special education teacher’s self-efficacy to teach sexuality education to students with IDD. The predictor variables in this study included: (a) amount of formal sexuality training received, (b) certification type, (c) level of experience, and (d) attitudes and belief factors about sexuality education for students with IDD. This study found the amount of formal training and attitude and belief factors to be the highest predictors of special education teachers’ perceptions of self-efficacy to teach sexuality education to students with IDD. Increased levels of specialized preservice and in-service training are recommended. Implications for practitioners/educators and future research were discussed.
Subject Area
Sexuality|Disability studies|Educational psychology|Special education
Recommended Citation
Doyle, Kathleen Elizabeth, "Sexuality Education for Students with IDD: Factors Impacting Special Education Teacher Confidence" (2021). ETD Collection for Fordham University. AAI28261748.
https://research.library.fordham.edu/dissertations/AAI28261748
