Sex Education Ethnically Sensitive Services to People with Learning Disabilities

Sex Education Ethnically Sensitive Services to People with Learning Disabilities COMMENT AR Y Sex Education: Ethnically Sensitive Services to People with Learning Disabilities and then making superficial adjustments to aspects Carol Baxter DEPARTMENT OF HEALTH AND NURSING, UNIVERSITY OF CENTRAL LANCASHIRE of services in order to meet cultural needs (Pearson, 1986). An examination of the assumptions behind what is a predominantly cultural approach and the reason he sexual development, expression and for its popularity reveals serious implications for T relationships of people with learning services. As Mellan and Malhotra point out, an disabilities have historically been suppressed and over-emphasis on culture gives the impression that strictly controlled (Craft, 1987). An awareness of it is static and inflexible, that there is little cultural one’s own attitudes, beliefs and practices regarding variation among individuals within a particular sexuality and regarding people with learning ethnic group and that people do not adapt their disabilities is thus essential if professional care- lifestyle and behaviour to meet changing givers are to achieve competence in their role as circumstances. Such an approach relieves service sex educators and counsellors to this client group. providers of the responsibility of getting to know When such services are directed at people from their clients as individuals (Mares et al., http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Tizard Learning Disability Review Emerald Publishing

Sex Education Ethnically Sensitive Services to People with Learning Disabilities

Tizard Learning Disability Review, Volume 1 (4): 4 – Apr 1, 1996

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1359-5474
DOI
10.1108/1359547419960014
Publisher site
See Article on Publisher Site

Abstract

COMMENT AR Y Sex Education: Ethnically Sensitive Services to People with Learning Disabilities and then making superficial adjustments to aspects Carol Baxter DEPARTMENT OF HEALTH AND NURSING, UNIVERSITY OF CENTRAL LANCASHIRE of services in order to meet cultural needs (Pearson, 1986). An examination of the assumptions behind what is a predominantly cultural approach and the reason he sexual development, expression and for its popularity reveals serious implications for T relationships of people with learning services. As Mellan and Malhotra point out, an disabilities have historically been suppressed and over-emphasis on culture gives the impression that strictly controlled (Craft, 1987). An awareness of it is static and inflexible, that there is little cultural one’s own attitudes, beliefs and practices regarding variation among individuals within a particular sexuality and regarding people with learning ethnic group and that people do not adapt their disabilities is thus essential if professional care- lifestyle and behaviour to meet changing givers are to achieve competence in their role as circumstances. Such an approach relieves service sex educators and counsellors to this client group. providers of the responsibility of getting to know When such services are directed at people from their clients as individuals (Mares et al.,

Journal

Tizard Learning Disability ReviewEmerald Publishing

Published: Apr 1, 1996

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