Book contents
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Chapter 10 - ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Summary
Abstract
Adolescence is viewed as a critical period of sexual scouting and experimenting between fantasies and realities. Experiences of adolescents with ASD of coping with demands of growing-up, and sexual puberty issues are scarce. Sexuality education is an important developmental task during adolescents influenced by hormonal puberty body changes. As a result, adolescents with autism develop sexually in the same way as their peer age group, but may require extra help to build the social skills and maturity that go along with sexual development of puberty. The sexuality education needs of adolescence with ASD are unique; and are not adequately addressed in the existing curriculum on sexuality education programmes. An issue of sexuality education is only implemented when behaviour is demonstrated that is considered deviant or problematic. Adolescent learners with ASD are often viewed as innocent and the need for sexuality education may be overlooked and ignored by both parents and teachers. Parents and teachers fear engaging discussions on sexuality issues; that it will increase sexual experimentation with ASD adolescents. Adolescents with ASD have sexual needs but may not understand their physical and emotional development experience if not guided.
Keywords: Autism Spectrum Disorder; sexuality education and parents
Introduction
This chapter aims to provide understanding and explore existing knowledge and experiences on sexuality-related issues among adolescents with ASD in the South African context. ASD is a complex disorder with varying presentations of cognitive, social and behaviour denial school (Hayward & Saunders, 2010). Existing literature focuses more on people with intellectual disabilities than on people with ASD. This chapter therefore emphasises the importance and right to education and adequate information on sexuality-related issues for people with ASD.
There is a growing consensus on the importance of thinking about comprehensive sexuality education (CSE) as a normative and positive aspect of child and adolescent development (International Technical Guideline on Sexuality Education, 2018). This requires understanding of interaction between ASD and the development domain of comprehensive sexuality education. The role of comprehensive sexuality education in development and daily functionality of adolescents’ including ASDs has been recognised as an important component of adolescent health intervention (World Health Organization (WHO), 2017).
- Type
- Chapter
- Information
- AutismPerspectives from Africa Volume 1, pp. 127 - 145Publisher: University of South AfricaPrint publication year: 2020