Teachers' voices on sexuality in adolescents with intellectual disabilities: A phenomenological study

Sexuality in adolescents with intellectual disabilities is a topic that remains largely unexplored due to prejudices, stigmas, exclusion, and deficient attention in sexual education. This study aimed to analyze teachers' perceptions and experiences regarding the sexual development of adolescents with intellectual disabilities.

A phenomenological study was conducted using an inductive content analysis method. Eight teachers from a special education center in Lima, Peru were intentionally selected and interviewed in depth. The data were interpreted, segmented into codes for a more specific analysis, and subsequently grouped into subthemes that allowed the categories to be defined.

The findings of this study were grouped into two main categories: 1) Perceptions on the sexuality of adolescents with intellectual disabilities: indifferent sexual maturation process, predominance of hypersexual behaviors, considerations on sexual activity and the use of contraceptives, and the influence of family and school in constructing gender identity and sexual orientation; and 2) Experiences in approaching sexuality: the importance of comprehensive sex education, family involvement in supporting affective relationships, and including specialized professionals to adequately manage inappropriate behaviors.

Teachers recognize their fundamental role in educating adolescents with intellectual disabilities. Their perceptions highlight the importance of applying a comprehensive approach to regulating sexual expressions. Their experiences demonstrate the necessity of implementing educational strategies that include specialized professionals.