The existing literature points to a ‘paucity of research relating to sexuality, RSE and ASD’ (Hartman, 2014), compared to sexuality of people with other developmental/learning needs.
Research indicates that parents are generally best placed for delivering RSE to their children, though are not always equipped to do so. However, the onset of the new government legislation in 2019/20, will see the delivery of RSE becoming part of the remit of school staff.
The present study explored the delivery of RSE within one local authority in the East of England to pupils with ASD attending mainstream schools. Views of parents and young people diagnosed with ASD, as well as staff were explored. Additionally, educational psychologists as well as the Autism Outreach Service were also included to explore their role, if any, in the future delivery of the new RSE curriculum.
Methodology: A case study design was employed. A mixed methods approach was adopted to gather data through the use of focus group interviews, individual interviews and questionnaires. Qualitative data was analysed using thematic analysis as described by Braun and Clarke (2006), across the groups. Descriptive statistics were used for quantitative data.
Results: Two overarching themes were found - Positive Perceptions and Collective responsibility. Within this local authority there were quite positive views of RSE and a feeling that there was a definite need to deliver this curriculum with a responsibility on everyone’s part to do so.
Conclusion: The thoughts and views of the different interest groups within this local authority were quite progressive and seem to have so far, had a positive impact on current delivery of RSE to pupils with an ASD diagnosis. The findings and their implications for the role of educational psychologists are considered within the current landscape of the changing curriculum.
Key terms: autism, sex education, sex, sexuality, relationships, RSE
