Between Rights and Realities: Special Education Teachers' Experiences of Sexuality Education for Students With Autism Spectrum Disorders in Turkiye

ABSTRACT This study explores the perspectives of special education teachers regarding sexuality education for individuals with Autism Spectrum Disorder (ASD), focusing on the pedagogical strategies they employ, the challenges they encounter, and the support they require. Employing a phenomenological qualitative design, semi‐structured interviews were conducted with 15 special education teachers working in public schools in Türkiye. The findings reveal that teachers view sexuality education as essential in addressing the developmental, social and safeguarding needs and sexual rights of students with ASD. Key content areas identified include privacy, impulse control, gender awareness and protection from abuse. Participants emphasise the necessity of individualised instructional approaches, concrete teaching materials and interdisciplinary support. However, they also report systemic challenges, including inadequate institutional support, insufficient professional training, limited family–school collaboration and persistent cultural taboos. The study underscores the importance of approaching sexuality education for ASD students not merely as behavioural management but as a holistic, rights‐based process that accounts for ethical, cultural and structural dimensions. In light of these findings, the paper calls for a systematic reorientation of educational policies and teacher training frameworks to ensure inclusive, developmentally appropriate and context‐sensitive sexuality education.