Oregon Statewide Transition
Conference
Ely Sanders, MPA Sexual Health and School Health Educator | Oregon Department of Education Office of Learning | Student Services Unit 503-947-5904
[email protected] 2/9/17
Comprehensive Sexuality Education Topics 1. Sexuality Education Behavioral Outcomes 2. Oregon Revised Statute 336.455 (Sexuality Education ) 3. Oregon Administrative Rule 581-022-1440 (Human Sexuality Education)
4. Definitions and Terminology 5. Review of Benchmarks 6. Age Appropriate Guidelines 7. Characteristics of Effective Sexuality Education Programs
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2/7/16
Historical Sex Ed?? Focus on Abstinence Only Education
Wait until Marriage LGBTQ ??? Reinforced stereotypes Scary photos of STDs
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Why Sexuality Education? Outcomes: 1. Delayed initiation of sexual intercourse 2. Reduced number of sexual partners 3. Reduced frequency of sexual intercourse 4. Increased use of condoms, correctly and consistently
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Sex Ed Outcomes: Are there other outcomes?
1. Young people experience their sexuality as a natural and positive element of maturation (ORS 336.455) 2. Strengthen social norms that encourage healthy and respectful relationship.
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2/14/17
HP=VP (continued)
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9/21/2015
Health Promotion is Violence Prevention
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*Attorney General’s Sexual Assault Task Force, 2016
9/21/2015
Also. . . It is the Law! 1. Each school district shall teach an ageappropriate, comprehensive plan of instruction focusing on human sexuality education, HIV/AIDS and sexually transmitted disease prevention in elementary and secondary schools as an integral part of health education and other subjects. -OAR 581-022-1440
Ely Sanders, ODE
8/29/2016
Oregon Administration Rule 581-022-1440 Each school district shall teach an age-appropriate, comprehensive plan of instruction focusing on human sexuality education, HIV/AIDS and sexually transmitted disease
prevention in elementary and secondary schools as an integral part of health education and other subjects.
Ely Sanders, ODE
9/21/2016
What Else Stands out? Turn to your neighbor and identify 3 topics that: 1. May be new to you. 2. Will be a challenge because of the school community (Staff, Parents, Students.) 3. Just doesn’t make sense.
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OAR 581-022-1440 (a) “age-appropriate” means curricula designed to teach concepts, information, and skills based on the social, cognitive, emotional, and experience level of students; (b) “balanced” means instruction that provides information with the understanding of the preponderance of evidence; (c) “best practice” means something has the appearance of success, but has as yet not proved its effectiveness; (d) “comprehensive plan of instruction” (as defined by Oregon education statutes) means k-12 programs that emphasize abstinence, but not to the exclusion of condom and contraceptive education. The human sexuality information provided is complete, balanced, and medically accurate. Opportunities are provided for young people to develop and understand their values, attitudes, and beliefs about sexuality as a means of helping young people exercise responsibility regarding sexual relationships as further defined by (2) and (3); Ely Sanders, ODE
9/21/2016
(Required) Comprehensive Plan of Instruction shall: Promote abstinence Can’t be “shame or fear based” Use [culturally] inclusive materials, language, and strategies that recognizes different sexual orientations, gender identities and gender expression;
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8/29/2016
New: Sex Abuse Prevention 9) As part of the comprehensive plan of human sexuality instruction, each school district shall provide child sexual abuse prevention instruction from kindergarten through grade 12. School Districts must provide a minimum of four instructional sessions per year. One instructional session is equal to one standard class period. Sex Abuse Prevention shall be • Integrated with CSE plan • 4 sessions per year (equal to or greater than a class period) • Every year kindergarten through grade 12 Ely Sanders, ODE
4/18/16
New Standards The Oregon State Board of Education Adopted new health standards. (12/8/2016) Panel of Health educators and content experts. 3 year process (Standards adopted Dec 2016) Aligned with ORS/OARs as well as National Standards Will be grade specific (no longer grade bands)
Ely Sanders, ODE
4/18/16
Standards Strand - PROMOTION OF SEXUAL HEALTH: Analyze the influence of friends, family, media, society and culture on the expression of gender, sexual orientation and identity. (6-8)
Explain that there are many ways to express gender. (K-2) Provide examples of how friends, family, media, society and culture influence how people think they should act on the basis of their gender. (3-5) Advocate for school policies and programs that promote dignity and respect for all. (6-8)
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Why Comprehensive Sexuality Education For Special Education Students? Because they are people first and, like all people,
have the right to know all they can that will enable them to become sexually healthy persons.
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Disability Prejudice 1. What concerns and fears do we hear about sexual health and students experiencing disability? 2. How might “disability prejudice” impact a young person experiencing disability as it relates to sexuality? Young person may have been isolated and/or prevented from establishing relationships Young Person may self exclude from dating and/or developing relationships. Young person may experience bullying and or harassment. Are there policies in place that may impact healthy sexual development of students?
Ely Sanders, ODE
9/21/2015
Why Comprehensive Sexuality Education For Special Education Students? Have low self-esteem, more likely to do things in order to be accepted by peers.* Many students with disabilities don’t have been given basic knowledge around sexuality. * Many students with disabilities do not know when and whom to ask questions.* Desire to please people and become easily exploited. It is the Law: • IDEA • OAR 581-022-1440 • ORS 336.455 Ely Sanders, ODE
* Cheng & Udry,2003 2/14/2017
Goals of Human Sexuality Education for Persons with Special Education Needs* To provide accurate information
• To help students become responsible persons
•
To help students learn about their bodies
• To help students learn to appropriately express themselves
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To help students learn appropriate social skills
• To help students protect themselves
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To give students tools/skills to support and maintain healthy relationships (Peer, Family, intimate…)
•
Ely Sanders, ODE
• Help students build confidence and self esteem. *Adapted from Darrell Lang 2/14/17
Leslie Walker-Hirsch’s Six Components • 25 years assisting teens and adults with intellectual disabilities • Has developed unique learning strategies that surround social development and responsible expression of sexuality in our culture for individuals with intellectual disabilities and unique learning styles • Co-creator of CIRCLES Curriculum
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2/14/17
Six Key Components for Meaningful Sexuality Education*
1. Adult Self Care Toileting, grooming, bathing, dressing, intimate sexual hygiene Concrete and repetitive activities Behavior techniques are effective (especially with motivation and reward) Goal is independence and not necessary perfection!
* Adapted from Leslie Walker-Hirsch Ely Sanders, ODE
2/14/17
Six Key Components for Meaningful Sexuality Education*
2. Anatomy and Physiology Naming body parts and knowing their functions (medically
accurate terminology) Distinguishing sexual anatomy from other body parts Recognizing healthy adult functioning No longer controversial in many cultures Often pictorial support is needed for instruction and improved understanding Requires reliable resources of information.
* Adapted from Leslie Walker-Hirsch Ely Sanders, ODE
2/14/17
Six Key Components for Meaningful Sexuality Education*
3. Empowerment Closely linked to self-esteem and decision making Concepts are abstract Learning is process rather that content oriented May be controversial when the individual with the disability
should have autonomy; legal issues of consent. Requires practice , at first in a low risk environment.
* Adapted from Leslie Walker-Hirsch Ely Sanders, ODE
2/14/17
Six Key Components for Meaningful Sexuality Education*
4. Relationships Starting, evaluating, and maintaining a continuum of relationships Both process and content oriented. Improving social judgement Development of self protection and intimacy skills
Still may be controversial when there is interest in adult sexual relationships or marriage. CIRCLES curriculum has been a successful tool to improve understanding in social boundaries in relationships.
* Adapted from Leslie Walker-Hirsch Ely Sanders, ODE
2/14/17
Six Key Components for Meaningful Sexuality Education*
5. Social Skills Making needs, wants, and feeling known, while remaining likeable in a particular culture. (i.e. manners) Improving social negotiation and refusal skills. Social skills related to sexuality are not usually taught TV, film and other media present unrealistic portrayals of social and sexual expectations.
Use teachable moments to initiate discussions.
* Adapted from Leslie Walker-Hirsch Ely Sanders, ODE
2/14/17
Six Key Components for Meaningful Sexuality Education*
6. Social Opportunity Ability to access a broad pool of social contacts Access to privacy Having mobility within a specific geography Regular availability of local, community based social activities and recreational events. Match between risk level, age, and social mastery
Independence may still be controversial
* Adapted from Leslie Walker-Hirsch Ely Sanders, ODE
2/14/17
Modifications/Accommodations of Instruction • Peer teaching
•
Cooperative learning
• One-on-one
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Pre-assess needs
• Adjust pace of lesson or
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Use student focused learning strategies
Lessons
• Adjust amount of material taught • Hands-on instruction
• Review and practice • Re-teach basic concepts • Discovery method
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Frame outlines
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Graphic organizers
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Highlighting
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Study guides
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Direct instruction
Slide used with permission from Darrel Lang Ely Sanders, ODE
9/21/2016
Age/Developmentally Appropriate Sexuality Education Topic Guidelines (See Handout)
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9/21/2016
Terminology (h) “medically accurate” means information that is established through the use of the ‘scientific method.’ Results can be measured, quantified, and replicated to confirm accuracy, and are reported or recognized in peer-reviewed journals or other authoritative publications.
The words we use matter!
Ely Sanders, ODE
8/29/2016
Things to Keep in Mind Follow your district guidelines Decide what “messages” you want to give your students. Consult with colleagues/expert Answer simply, using correct vocabulary Always encourage students to discuss their questions w/ parents or a trusted adult
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Resources 1. Family Life and Sexual Health (FLASH) Curriculum Seattle, King County Health Department Free SPED CSE curriculum online http://www.kingcounty.gov/healthservices/health/personal/fam plan/educators/FLASH.aspx
2. Advocates for Youth White Paper, Human Sexuality Education for students with Special Needs. 2007
3. Leslie Walker-Hirsch Facts of Life… and More (2007) CIRCLES®: Intimacy and Relationships© (Stanford, 2007) CIRCLES®: Safer Ways© (Stanford, 2007)
4. Oregon Department of Education Resources for Parents, Teachers, and School Administrators. http://www.ode.state.or.us/search/page/?id=1773
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Questions? Next Steps?
Contact Information: Ely Sanders, MPA Sexual Health and School Health Educator | Oregon Department of Education Office of Learning | Student Services Unit 503-947-5904
[email protected]
Ely Sanders, ODE
9/21/2015
