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The Continuum of Support for Building Intimacy Knowledge in College for Students With Intellectual Disability
Chelsea VanHorn Stinnett1, Anthony J Plotner1, Kathleen J Marshall1
1Chelsea VanHorn Stinnett, Anthony J. Plotner, and Kathleen J. Marshall, University of South Carolina.
Intellectual and Developmental Disabilities
|November 23, 2021
Summary
Postsecondary education programs enhance autonomy for college students with intellectual disability, particularly in making choices about romantic and sexual relationships. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) assessed how these programs build intimacy knowledge.
Area of Science:
- Disability Studies
- Higher Education
- Sexuality Education
Background:
- Postsecondary education (PSE) programs offer unique opportunities for college students with intellectual disability to develop autonomy.
- This autonomy extends to personal choices, including those concerning romantic and sexual relationships, which may be less accessible in other environments.
- Supporting intimacy knowledge is crucial for the holistic development and well-being of students with intellectual disability.
Purpose of the Study:
- To examine the extent to which postsecondary education programs support intimacy knowledge development in college students with intellectual disability.
- To identify the specific resources, services, and support contexts utilized within PSE programs for building intimacy knowledge.
- To understand the variations in support provision across different PSE programs.
Main Methods:
- Utilized the Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) to gather data.
- Examined the types of resources and services employed by PSE programs to foster intimacy knowledge.
- Analyzed the frequency and context in which intimacy-related support was provided to students.
Main Results:
- Significant variation exists in the types of resources and services offered by PSE programs to support intimacy knowledge.
- The frequency and context of support for intimacy knowledge also varied considerably across different programs.
- Students with intellectual disability engage with diverse resources to build their understanding of intimacy within PSE settings.
Conclusions:
- Postsecondary education programs play a vital role in fostering autonomy and intimacy knowledge for students with intellectual disability.
- The diverse approaches to support highlight the need for tailored strategies to meet individual student needs.
- Further research is recommended to optimize support systems and inform best practices in sexuality education for this population.
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