The Provision of Relationship and Sex Education Programs for Individuals with Autism Spectrum Disorder– Staff Perspective

Abstract Relationship and Sex Education (RSE) has been integrated into the National Curriculum within UK schools for the past two decades. RSE aims to teach about the emotional, social, and physical aspects of growing up, relationships, sex, human sexuality and sexual health. Such a curriculum tends to be mainstream oriented, taught in large classes, with limited exploration and clarification for those who need it. There is concern that the development of incomplete knowledge and skills places the pupil with Autism Spectrum Disorder (ASD) in a difficult and potentially vulnerable position. This study was the first of three looking at development of a more appropriate RSE program for pupils with ASD. The study focused upon evaluating the RSE program being utilised at the time (2016) via face-to-face semi-structured interviews with teaching staff. Participants were either senior leadership members or school RSE coordinators and they came from 15 schools providing for pupils with ASD in London, Surrey, and Sussex. The resulting qualitative data were analyzed for common themes. The resulting themes highlighted difficulties in implementing RSE programs with pupils with ASD, lack of resources and support, and being able to develop positive RSE. The results indicate that although those in charge of RSE implementation are committed, they are frequently faced with a range of barriers. The discussion section highlights the importance of this subject and the need to increase understanding in relation to such programs.