Supporting Parents of Children with Disabilities in Sex Education

SUPPORTIVE TRAINING COURSE AND SELF-HELP GROUPS OF PARENTS OF
YOUTH WITH PHYSICAL AND LEARNING DISABILITIES ON SEXUAL
EDUCATION, TECHNIQUES AND APPROPRIATE BEHAVIOUR
INCLUEDUSEX
2018-1-ES01-KA204-050062
IO2: Guide for Professionals Supporting Parents and their
children with Disabilities in terms of Sexual Education

IO2: Guide for Professionals Supporting
Parents and their children with Disabilities
in terms of Sexual Education
Authors:
National Association of Professionals working with People with Disabilities, Bulgaria
PhoenixKM BVBA, Belgium

This is a guidance material for professionals who are supporting and consulting parents in
terms of problems with the sexual behaviour and sexual needs of their children with
disabilities:
■ Adult training providers: coordinators, developers, trainers
■ Parents of people with disabilities
■ Social workers
■ Phycologists
■ Etc.
All pictures used in this guidance material are sourced from pixabay.com.
We hope that this guide can support you as a professional, providing a better sex
education towards people with disability.

Chapter 1: Introducing Sex Education to
parents of children with disabilities
1.1 Understanding the parents fears about sex education
1.2 Lowering the parents’ fears about sex education
1.2.1 Natural sexual needs of a child
1.2.2 Responding to sexual behaviours
1.2.3 Religious background of the parents
1.3 How to make parents engage with the sex education of their child
and accept support?

Chapter 1: Introducing sex education to
parents of children with disabilities
In a world where children and teenagers are often being introduced to sexuality by the
media and having more access to all sources of information, it has become more than
necessary to provide a proper sex education coming from home, especially for
children with disabilities.
The importance of parents in all aspects of a child’s development cannot be ignored.
Parents are the biggest influencer on their child’s decisions about sex, and they often
underestimate the huge impact they have on their children decisions and how they
feel about themselves sexually.
It is the parents’ responsibility to educate their children about sex education and
guide them through this process, to avoid traumas, misunderstandings, lack of self
respect and lack of respect towards others.
Unfortunately, many parents did not have a strong guidance from their own parents
when they were younger and they fear or do not know how to teach sex education to
their own children. That’s why a professional guidance can be needed in many cases.

1.1 Understanding parents fears
about sex education
It is always helpful to know how to approach
sexuality when it is related to a child.
Most parents avoid starting a dialogue with
their children, with the fear of “waking up”
something that was dormant.
It is above all that sexuality is considered not
appropriate for the child with a disability.
You as a professional need to know how to
approach and balance this information, so
the parents can be more open to it.

■ How is life (babies) created
■ Contraception, fertility, abortion, pregnancy, etc.
■ Parent’s own adolescent behaviours or adult
sexuality
■ Relationships, separation/divorce, or death
■ Abuse experiences
■ Will I have a relationship even if I have a
disability?
■ Masturbation
■ Etc.
Parents not only feel fear, but also experience anxiety when having to
explain topics about sex education:
Source: Talking to Parents About Adolescent Sexuality. Amie M. Ashcraft, Pamela J. Murray
PediatrClin North Am. Author manuscript; available in PMC, 2018, Apr 1.

The child...:
■ is already sexually active, uses
contraception, or had an abortion
■ experienced abuse or is vulnerable to
abuse
■ is member of the LGBTQIA community
■ has been exposed to pornography
■ has “sexted” or sent explicit language or
photos via social media
Another issue that parents face is the fear to find out something
unknown about their own child:
And when discussing about sexuality with the child, parents fear that…:
 they will sound “stupid”
 the child will not be open to be willing to
talk
 due to the child’s disability, the child will
not understand what they are trying to
explain or will never have a relationship
 they will sound “old fashioned”
 the child will be ashamed to talk about
such subject
Source: Talking to Parents About Adolescent Sexuality. Amie M. Ashcraft, Pamela J. Murray PediatrClin
North Am. Author manuscript; available in PMC, 2018, Apr 1.

1.2 Lowering the parents’ fears about
sex education
Society often focus on the negative side of sexuality instead of the positive topics associated
with it, such as love, pleasure, self respect, healthy relationships and happiness.
That’s why your guidance to the parents is needed, if they wish their children to grow as healthy
adults.
With proper information coming from inside the children’s homes (parents), a bad sexuality
development, unwanted pregnancy, sexually transmitted infections (STIs), and abuse and
exploitation can be avoided.
1.2.1 Natural sexual needs of a child
1.2.2 Responding to sexual behaviours

1.2.1 Natural sexual needs of the child
It is necessary to have the following in mind:
■ The child’s age (common behaviours)
■ What the child observes (including the
sexual behaviours of family and friends)
■ What the child is taught at home (including
parents’ cultural and religious beliefs
concerning sexuality and physical
boundaries)

Common sexual behaviours in childhood
Preschool children
(less than 4 years)
■ Exploring and touching private parts, in public
and in private
■ Rubbing private parts (with hand or against
objects)
■ Showing private parts to others
■ Trying to touch mother’s or other women’s
breasts
■ Removing clothes and wanting to be naked
■ Attempting to see other people when they are
naked or undressing (such as in the bathroom)
■ Asking questions about their own—and others’—
bodies and bodily functions
■ Talking to children their own age about bodily
functions such as “poop” and “pee”

Young Children
(approximately 4-6
years)
■ Purposefully touching private parts
(masturbation), occasionally in the
presence of others
■ Attempting to see other people when they
are naked or undressing
■ Mimicking dating behaviour (such as
kissing, or holding hands)
■ Talking about private parts and using
“naughty” words, even when they don’t
understand the meaning
■ Exploring private parts with children their
own age (such as “playing doctor”, “I’ll show
you mine if you show me yours,” etc.)

School-Aged
Children
(approximately 7-
12 years)
■ Purposefully touching private parts (masturbation),
usually in private
■ Playing games with children their own age that involve
sexual behaviour (such as “truth or dare”, “playing
family,” or “boyfriend/girlfriend”)
■ Attempting to see other people naked or undressing
■ Looking at pictures of naked or partially naked people
■ Viewing/listening to sexual content in media
(television, movies, games, the Internet, music, etc.)
■ Wanting more privacy (for example, not wanting to
undress in front of other people) and being reluctant to
talk to adults about sexual issues
■ Beginning of sexual attraction to/interest in peers
Source: caringforKIDS: Sexual Development and Behavior in Children - Information for
Parents & Caregivers April 2009

You should inform parents that most sexual play is an
expression of a child’s natural curiosity and should not
be a cause for concern or alarm.
“Typical” childhood sexual play and exploration:
■ Occurs between children who play together regularly and know each other well
■ Occurs between children of the same general age and physical size
■ Is spontaneous and unplanned
■ Is infrequent
■ Is voluntary (the children agreed to the behaviour, none of the involved children seem
uncomfortable or upset)
■ Is easily diverted when parents tell children to stop and explain privacy rules
Source: caringforKIDS: Sexual Development and Behavior in Children - Information for
Parents & Caregivers April 2009

1.2.2 Responding to Sexual Behaviors
As many parents do not know how to deal with some natural sexual behaviours, you as the
professional need to support and guide the parents through it, and thus help them
understand their children in a better way.
- First approach is to tell the parents to stay calm when dealing with any sexual
behaviour
- The child will need to trust to tell what happened and why
- Shouting and anger won’t resolve anything in this situation
- Advise the parent to talk with their partner about the way s/he feels about such
behaviour coming from the child and what both of them should do about it, with your
guidance if needed.

When it’s time for the conversation, guide the parents how to proceed with short and simple
questions that can be helpful:
 What were you doing e.g. in your room earlier today after lunch?
 How did you get the idea e.g. to touch your vagina/penis? (with some children
you might need to be clear about the exact action that they were doing)
 How did you learn about this e.g. watching porn on your phone?
 How did you feel about doing it e.g. kissing your classmate?
Remember to always explain the parents that whether a behaviour is typical or not, it should
never be ignored. It means the child is in need to learn something about their body, their
feelings and social rules.
 Parents should be advised by you to teach what the child needs to know:
– That only the child can touch their private parts and it needs to be done privately in
their bedroom,
– Parents can be advised that porn is not something the children should be watching.
The child should be explained that it is made by people acting, and that real sex life is
done with love, touch and mutual respect,
– About the child peeking at a mother or father being naked, parents should be advised
to show real pictures in books and nominate each name of the body parts.

1.2.3 Religious background of the parents
As a professional, it is important for you to know the religion of the parents that you are
supporting about sex education. In many religions this is a sensitive topic and many
times it is the reason why parents do not want to talk about it.
Topics such as having sex, masturbating, dating, watching porn, acceptance of same-
sex relationships, gender change, etc. can be a taboo for many of them, especially
when they have a child with disability.
You should be careful how to use your words and present your materials. You must
respect the parents’ boundaries, even if you do not agree with it.
If the family is not causing any harm to the child, all you can do as a professional is to
try your best to advise them, with the best information available to you.

1.3 How to make parents engage with the sex
education of their child and accept support
Talk. Inform. Discuss. Explain. Respect.
■ Remember to deliver sex education in the context of family values and positive relationships,
as you may face religion barriers and families that have a different “social context”.
■ You should act without judgement towards the parents, considering the advantages and
disadvantages of different family relationships.
■ Talk with the parents about how the society has changed and how children are now exposed at
an early stage to information. Whether the parents like it or not, explain that it is better if their
children obtain the correct information from someone that care about them and they can trust.
■ Acknowledge the role of the parents and relatives in their child’s education and in the
development of his or her values.

■ Stimulate increasing the knowledge of parents,
relatives, and other children in the family.
■ Parents are worried about the welfare of their
children. Understand their viewpoint and invite them
to discuss issues of protection and reducing risks for
their children in a therapeutic session at their home
or in your therapeutic centre.
■ Be sensitive, use language that will not offend or
prohibit the parents to listen to you or looking for your
help.
■ Avoid sexual words or direct reference to sexual
activity in written materials (if needed) in case you are
working with a more conservative family.
■ Be open minded and be patient towards the parents.

Chapter 2: Teaching parents how to talk
about Sex Education
2.1 Why sex education is needed for children with disabilities?
2.1.1 Aspects of sex education
2.1.2 Preparing parents to give sex education to their children
2.1.3 Talking with children about sex education in different ways
2.1.4 Issues while discussing about sex education which the child’s parents may face
2.1.5 After parent and child discussions about sex
2.3 Sexual abuse in children with disabilities
2.3.1 Countries statistics
2.3.2 Common misunderstandings of sexual abuse
2.3.3 Signs of sexual abuse
2.3.4 Speaking with the child about sexual abuse
2.3.5 Preventing sexual abuse
2.3.6 Recovering from sexual abuse
2.3.7 Relevant support from national organisations

Chapter 2: Teaching parents how to
talk about sex education
It is necessary to remember parents why they must take the sexuality of the child seriously.
Sex education addresses the need to promote an emotional-sexual intelligence and the
capacity for healthy, intimate bonding and growth.
Sex education is based on an understanding of the concepts of consent, equity and respect
for one’s own boundaries and the boundaries of others in intimate relationships and in the
society in general.
The openness to collaboration from the parents with others professionals can positively
influence the formation and maturation of a young person with disabilities.
Theoretical preparation and parenting experience will help the children to understand the
value and function of the realities of men and women.
As professional you should always consider how a parent’s personal experience is important
to create a better bond between parent and child.
Source: Sexuality Education in Europe and Central Asia: State of the Art and Recent Developments, BZgA 2018

2.1 Why sex education is needed for
children with disabilities?
People with disabilities have the same needs as people said to be typical. What happens is that according to the
degree of the disability there may be some compromise in the development of the child, but that does NOT mean that
that person is asexual.
Children with disabilities are at a greater risk of sexual assault. Having a good sex education can prevent them from
suffering of such abuse that can traumatize them for life.
It is also important to remember that the parents should not only rely on the school for the sex education process,
they must be involved too. It is therefore necessary to be aware of the curriculum that is programmed for the child
and how it addresses sex education.
Depending on the child’s disability, your external professional help might be needed. You can build the connection
between family and school and create suitable education.
You should make parents aware of the fact that the sex education of their children should address:
■ that people with a disability can have fulfilling sex lives.
■ that sexual issues may be associated with their disability.
■ social rules such as public and private space behaviours, and personal boundaries apply.

2.1.1 Aspects of sex education
■ the correct anatomical language (using
appropriate names for body parts)
■ developing social skills, including
concepts such as public and private
■ how to develop and maintain different
types of relationships
■ coping with relationship issues or
rejection
■ sex and relationships, including
marriage and parenting
■ protective behaviours
■ the physical and emotional changes of
puberty
■ the biology of sex, including
reproduction
■ appropriate and inappropriate
expressions of sexuality
■ STDs
■ safer sex and contraception
■ masturbation
■ same-sex attraction.
When guiding parents, you can address the following
topics:

2.1.2 Preparing parents to give sex education to their
children
■ Making sure parents have all the
information they need and check with you
any details that they are not sure about.
■ Look up at a range of books, DVDs and
other resources on sexuality and disability
online or ask for your suggestions.
■ Parents can ask their child's teachers or
carers about the sex education their school
is providing. They may be able to give them
advice or suggest useful resources. If not
you should be the one advising.
■ Parents should address any feelings of
unease and embarrassment they may have
with you, so you can help them.
■ It’s important that the parents deliver
messages to children in a positive and non-
judgemental way.
■ Parents should decide beforehand which
words they are going to use. This can be
difficult, since names for reproductive body
parts, such as the vagina and penis, tend
to be either medical or slang. You should
support them in this matter.
■ The parents should avoid vague terms such
as 'front bottom', as this can confuse the
child or give them the impression that
talking about genitals is shameful or
embarrassing.
The suggestions you can give to parents may include:
Source:https://www.betterhealth.vic.gov.au/health/ConditionsAndTreatments/talking-to-children-with-
intellectual-disabilities-about-sex

2.1.3 Talking with children about sex in
different ways
■ As with any child, sexuality education should be
delivered over time. The parents can give the
simpler facts first and then continue to add to
their child's knowledge as they grow older.
■ The parents should deliver information as simply
as they can.
■ They can try to keep discussions light and fun.
■ Anatomically correct dolls can help teach the child
about the differences between males and
females.
■ Children with intellectual disabilities often have
trouble thinking in abstract ways. It may be
helpful to source a range of resources such as
books with clear and simple pictures, DVDs, dolls
and three-dimensional models of body parts,
advised by you.
■ The parents should read age and developmentally
appropriate stories about sex and sexual issues
together with their child. You may provide this
material to them.
Advise the parents to make the most of the situations where their child shows
curiosity about sex.

■ You could teach parents to make use
of role play, as it may be useful when
discussing relationship skills or
assertiveness. For example, help the
child to practice saying 'no' to
unwanted advances in different
settings.
■ Role play may also help the child to
understand the difference between
private and public places if the
parents are facing trouble with it.
■ You can guide the parents to do
demonstrations where possible. For
example, they could use dolls to show
where babies come from or take their
daughter with them to the toilet to
demonstrate pad changing and
disposal.
■ The parents must be guided to teach
their children that masturbation
should be discussed as a healthy and
natural way to explore and express
sexuality.
Source: https://www.betterhealth.vic.gov.au/health/ConditionsAndTreatments/talking-to-
children-with-intellectual-disabilities-about-sex

2.1.4 Issues while discussing about sex education
which the child’s parents may face
■ The parents should use positive reinforcement when
the child shows they understand a particular topic or
displays the desired behaviour.
■ If the parents don't know the answer to their child's
question, a good way is to advise them to find out
the information together with the child, possibly
online.
■ Let the parents know that it’s okay to be
uncomfortable or embarrassed, as long as they are
honest about it with their child.
■ The parents should know that there is no single,
right way to talk to their own child about sex. It will
be a process of ups and downs.
■ Don't let the parents be discouraged or upset if a
particular method doesn't work. Help them to put it
behind and consider another approach.
■ What works for some parents may not work for
others and vice versa. Let them know that it’s
important to keep experimenting.
■ If their child is having trouble grasping a concept,
advise parents to break it down into smaller parts.
■ Advise parents to try to use simpler, concrete
words and concepts.
■ Provide a range of methods for each topic to
increase the likelihood of retention by the parents
and the children.
Some aspects of the child’s education can be more difficult for some parents
than others to resolve:
Source:https://www.betterhealth.vic.gov.au/health/ConditionsAndTreatments/talking-to-

2.1.5 After parents and child discussions about
sex
■ The parents may need to cover the same
topic several times before their child fully
understands. Some children will need
constant reminding and reinforcement.
Check if this will be the case of the family
you are supporting.
■ Advise the parents to ask their child
questions to make sure they have
understood the information that was given.
■ Using dolls or puppets in the teaching
process may help their child to show their
understanding of sexuality without feeling
pressured.
■ Advise the parents to inform their child's
carers (if it is the case) and make sure that
sex education provided by other sources,
give the same messages that the parents
provide at home with your guidance.
After the parents have used all previous tips given by you, a follow up of the
previous conversations will have to be done with the child.
Source: https://www.betterhealth.vic.gov.au/health/ConditionsAndTreatments/talking-to-

2.3 Sexual Abuse in children with
disabilities
Sexual abuse story telling by adult victims has some common
factors:
■ They were usually abused by someone they knew.
■ The abuse often started when they were very young.
■ The abuse was generally not an isolated one-off incident and
happened over many months or years.
■ The abuse was often accompanied by threats and verbal or
emotional abuse, and sometimes physical violence.
Source: https://www.betterhealth.vic.gov.au/health/HealthyLiving/sexual-abuse
Sexual abuse (or sexual assault) it is something that can be experienced by anyone,
but children (especially girls) with (intellectual) disabilities are at a greater risk.

2.3.1 Countries statistics
■ Austria:
– Women and girls with disabilities particularly those with learning and
communication disabilities often become victims of violence and are affected
twice as much by sexual violence than women without disabilities. 13 percent of
ever-partnered women aged 18–74 years have experienced intimate partner
physical and/or sexual violence at least once in their lifetime. 4 percent of
women of the same age range have experienced sexual violence perpetrated by
someone other than an intimate partner at least once in their lifetime.
■ Belgium:
– 61 percent of women with intellectual disabilities fall victim to sexual violence.
For men that is 25 percent. The perpetrators are usually men and acquaintances
of the victim (source: https://nieuws.vtm.be/binnenland/mensen-met-handicap-
vaker-misbruikt)

■ Bulgaria:
– According to official statistics from the national statistics, the number of
rapes in Bulgaria last year was 66, and 61 sexual abusers were effectively
convicted. Last year, 107 cases and 44 effective sentences were filed for
fornication, and 13 cases and 7 sentences for pimping. Despite these official
figures, however, experts say the Bulgarian woman has a low inclination to
share such problems and only about 5 to 10 percent of women victims of
sexual abuse publicly acknowledge this or seek competent authority.
According to experts, almost 8 out of 10 raped women in Bulgaria have
known their abuser, but no more than 2 of them report it to the police.
■ Greece:
– Since the age of 15, 1 in 4 women in Greece have experienced physical
and/or sexual violence.
■ Spain:
– 14.1 percent of women with disabilities have been victims of sexual violence,
whereas the 7,8 percent of women without disabilities who have also been
victims.
■ Europe:
– About a quarter of a million violent sex offenses were reported by police in
the EU in the year, with a third of them - nearly 80,000 - being raped (United
Nation Report 2017).

2.3.2 Common misunderstandings of sexual abuse
■ “Children fantasise and lie about sexual
abuse” –In fact, children rarely lie or imagine
sexual abuse.
■ “It’s only dirty old men or homosexual men
who abuse” – Most abusers are heterosexual
males from all socioeconomic backgrounds.
Some abusers are female.
■ “Child sexual abuse is harmless” – Sexual
abuse of children has the capacity to cause
serious damage to a child’s physical, social
and emotional development, and can cause
withdrawal and emotional problems into
adulthood. The longer the abuse goes on, the
greater the long-term problems will be.
■ “Children provoke the abuse and enjoy it” –
Abusers often tell this lie to their victims.
It is important to inform parents about misunderstandings related to
sexual abuse.

2.3.3 Signs of Sexual Abuse
■ There may be physical signs such as
bleeding from the vagina or anus.
■ The child has sexually transmitted diseases
(STDs) or has a poor hygiene.
■ The child displays significant changes in
(aggressive) behaviour or displays
regression (going back) to an earlier stage
of development (e.g. bedwetting).
■ The child displays sexual behaviour that
is not appropriate to the child’s age;
■ The child displays depression or social
withdrawal.
■ The child is getting into trouble at school
(sometimes to avoid going home).
■ The child displays self-harming
behaviours (e.g. self-mutilation, suicide
attempts or prostitution).
It is important for the parents and you as the professional to be aware of
certain signs and behaviours in the child.

2.3.4 Speaking with the child about sexual
abuse
■ Tell the child they believe him/her.
■ Reassure and support the child.
■ Tell the child they do not blame
him/her.
■ Tell the child they will try to keep
him/her safe.
■ Let the child know they love him/her.
■ Let the child know they are glad s/he
told them.
■ Give the child time to talk at their own
pace.
■ Spend time with the child so they can
talk privately.
■ Be open and clear.
■ Allow the child to talk about how s/he
feels.
■ Be calm when talking with the child,
as s/he may be confused by anger.
■ Try to understand as much as they
can about the effects of the child
sexual abuse so that they can best
support themselves and their child.
What parents should be advised to DO:

■ Blame their child for what
happened
■ Suggest that it would have
been better if they had not
told anyone
■ Tell their child that they
blame themselves
■ Tell their child to forget it
ever happened
■ Tell their child to not talk
about it
■ Get upset when their child
talks about the abuse
What parents should NOT be advised to do:
Source: https://www.betterhealth.vic.gov.au/health/HealthyLiving/sexual-abuse-helping-
your-child

2.3.5 Preventing Sexual Abuse
■ Talk with their child about body parts from
an early age onwards. Naming the correct
body parts or at least letting the child know
what the correct names are for each body
part.
■ Teach their child that some body parts are
private. Advise parents to tell their child
that some body parts are private and are
not for everyone to see or touch. You can
also help them explain with examples. Mom
and dad can see them naked when it is
needed e.g. when taking a bath or taking
them to the doctors to get checked. People
from outside their home should only see
them with clothes on.
■ Teach their child about body boundaries. It
is important that parents teach their child
not only that no one is allowed to touch
their private parts, but also, that it is not
okay to touch other people’s private parts if
they are asked for it.
■ Teach their child that body secrets are NOT
okay to keep. As perpetrators often tell
children to keep what they doing as a “little
secret”, threatening the child they will get
in trouble if they tell anyone about their
“secret”. It is necessary to advise the
parents to teach children that body secrets
are NOT okay and they should always come
and tell the parents what has happened.
Parents should be advised to...:

■ Teach their child that no one should
ask or take pictures of their private
parts. Many paedophiles nowadays
enjoy taking pictures of the child and
trade it online. The parents should be
advised about that and be informed to
tell their child that NO ONE is allowed
to ask to take pictures of their private
parts.
■ Teach their child how to get out of
scary or uncomfortable situations. The
parents should be advised to teach
their child that it is okay to tell an adult
NO, that they want to leave or have to
go, if they feel like something is wrong.
The parents can teach the child to say
phrases like “I need to go to potty”, etc.
■ The parents should create a code word
with their child that they can use when
they feel unsafe or want to be picked
up. This is for when the child gets a bit
older and can use this code word for
any situations where they are feeling
uncomfortable, such as a sleepover,
other adults in the house, birthday
party, etc.

■ The parents should create a trust
bond with their child, and tell them
they will never be in trouble if they
tell you a body secret that has
happened to them. As children fear
to get in trouble by something that
has happened and it is unknown to
them. The parents should be
advised to tell their children that
they will never get in trouble by
telling them anything about body
safety and body secrets.
■ Use “secret touch” instead of good
and bad touch. Many books and
professionals often bring up that it is
better to teach the “secret touch” as
a bad touch of an abuser can start
as a good touch and make children
confused about what just happened
e.g. with a tickle, sitting on the lap to
start touching the genital of the
child. For the child to be able to
differentiate the touches it is better
to keep it called as “Secret touch”.
■ The parents should tell their child
that all these rules apply also to the
people they know and even with
another child. Parents must be
advised to tell the child that even if
they like the person (adult or not), it
is not okay to allow them to touch
their private parts. If they as parents
touch it to help them to clean
themselves, it is something different
than other people doing it and they
should never allow it.

2.3.6 Recovering from Sexual Abuse
You as a professional must advice parents of the need for therapy and family
support to help the abused survivor to recover from the trauma. Support
groups and dedicated centres can be very valuable as they provide specialist
counselling and advocacy, and also support family members.
The role of parents in helping the child recover is crucial, because the child
will need ongoing support, belief, love, understanding and protection.
Some tips you can give that are helpful for parents:
■ Spend time with their child, doing any type of activity.
■ Accept that their child may be acting differently due to what occurred.
■ Respect their child’s wishes and be sensitive to their emotional needs
and just be there to support.
Source: https://www.betterhealth.vic.gov.au/health/HealthyLiving/sexual-abuse-helping-
your-child

2.3.7 Relevant support from National organisations
■ Austria:
– Frauenhäuser Wien (https://www.frauenhaeuser-wien.at/en_offer.htm)
– Women Counseling Women (http://www.frauenberatenfrauen.at/english.html)
– NINLIL- Empowerment and Beratung für Frauen mit Behinderung
(https://www.ninlil.at)
■ Belgium:
– Care centres after Sexual Violence in Ghent, Brussels and Liège
(https://www.seksueelgeweld.be/zorgcentra-na-seksueel-geweld-wat-voor-wie-
waar)

■ Bulgaria:
– Center for Public support - Център за обществена подкрепа -
http://www.dvemogili.bg/index.php?option=com_content&view=article&id=55&I
temid=76&lang=en
– Crisis center- Кризисен център - http://animusassociation.org/centar-za-
vazstanoviavane-konsultirane-psihoterapia-psihoanaliza/krizisen-centar/
– National network for the children with prevention centres
– Alliance for the Protection against Gender - Based Violence
– Parents Association
– Association of Parents of Dyslexic Children - Accessible World - Varna
– Association for European Integration and Human Rights
– Bulgarian Family Planning Association
– For Our Children Foundation
– National network of health mediators
– Know-How Center for Alternative Child Care
– Together for Children parent organization – Targovishte

■ Greece:
– The Victims of Violence (VoV) project
– Children of Greece (https://www.humanium.org/en/greece/)
– The SOS helpline (15900) of the General Secretariat for Gender Equality
■ Spain:
– Association for the Healing and Prevention of Child Sexual Abuse
(http://aspasi.org/)
– The National Online Sexual Assault Helpline (https://www.rainn.org/es)

Chapter 3: Explaining parents sexual
acts of the child
3.1 Parents concerns
3.1.1 Private and public spaces
3.1.2 Masturbation
3.1.3 Watching porn
3.1.4 Inappropriate sexual behaviours
3.1.5 LGBTQIA
3.3 How to help children with disabilities with low self esteem

Chapter 3: Explaining parents sexual
acts of the child
The problem with most of the parents is that they are not ready to deal with this
topic and often try to avoid and ignore it.
There is no specific age to educate our children about sex and sexuality, the earlier
the better.
Parents and children can only benefit from it, as parents can feel more comfortable
with the subjects through the years and children can be always guided and
informed.
Parents often struggle with some sexual behaviours children start to show and do
not know how to deal with it. You, as the professional can guide them and help their
child to have a fulfilled life, instead of a life of denies.
A healthy sex education can allow the children to live a healthy, social life.

3.1 Parents concerns
■ The parents are concerned about whether their child will
find a good and respectful partner.
■ They are concerned about whether their partner will find
them attractive and treat them with respect and not as a
fetish.
■ They are afraid of their child’s lack of confidence about
their sexual abilities or performance.
■ They do not know how to guide and talk about it with their
child.
■ They are concerned about how their child body moves or
works, as the child might have physical body complications.
■ The parents often have anxiety over their child’s partner
feelings that do not correspond to theirs.
■ Some parents worry about their child feeling pain or getting
hurt during sexual activity due to their disability.
■ Some parents believe their child has less energy and desire
for sex.
■ Some parents are afraid that their child can not have a
child in the future or will not be able to build a family, so
prefer to no allow the child to get in a relationship.
■ The parents believe their child will always need their
support and no one else will take care of them better than
they do.
■ Parents often worry about what others will think, and are
afraid that their child will suffer.
■ The parents are often over protective of their child and do
not want to see them getting hurt.
There are many different concerns you will face when parents allow their child to get
involved in a relationship as they get older. It has mainly to do with the lack of information
and feeling of protection.

3.1.1 Private and public spaces
It might seem to be a simple thing to teach the children about private and public
spaces, but for some children with disabilities this can be a difficult context to
understand. Yet it is very important when it comes to sex education.
You can advise parents to improve their explanations about private and public by
linking places to behaviours and manners. You may provide them with pictures,
cards, books, magazines, newspapers, videos, etc. which they can then use.
E.g. mix pictures of private and public places and then ask the child to separate
them with questions like “where it is ok to touch ourselves?”, “where must we
stay with our clothes on?”.
For some cases, you can ask the parent to take pictures of the actual places the
child goes to, as such creates a clearer and more concrete explanation.
The same method you can apply for behaviours and manners teaching. Use the
right/wrong symbols, the parents can make the child understand the difference.
This method can be combined with a reward each time the child follows or
answers correctly, and keeps them motivated.

Keep in mind that the parents need to also watch their own behaviours towards
their privacy.
■ Parents shouldn’t
– change their clothes or shower themselves in front of the child.
– play with the child when the child is undressed.
– dress and undress the child in public/with a door kept open and having
other people around.
– run naked between bathroom and bedroom.
– leave the door open while using the toilet.
– change into/out of swimwear at the pool/beach.
– pull down wet cloth/pant in a public room at home.

3.1.2 Masturbation
It’s crucial for the parents and caregivers to normalize masturbation by talking about it in a shame-free
way, particularly if the child has already started exploring self-touching.
If a child has not started to masturbate yet, you can take this opportunity to help the parents to open up
to talk with the child, as it can promote a more positive understanding and guidance about self-touching.
For many individuals with developmental disabilities, masturbating may be the only available outlet to
express sexual feelings, offering a way to relieve themselves of stress and anxiety.
You should advise the parents to have in mind the step-by-step approach of your guidance towards this
subject:
- First teach about the concepts of private and public spaces.
- Teach the rules and the boundaries about privacy with the use of social stories, pictures, and videos.
- Compare masturbating to another experience that he/she does by himself/herself like taking a
shower or using the restroom.
- Teach the child that one should only touch oneself in a “private” area.
- Prioritize that private time to touch themselves should only occur in their own bedroom, because
some children can generalize the bathroom privacy and do it anytime at any bathroom they are at.
- Tip for more severe cases: If the child makes use of a visual daily routine, consider to put it as
“private time” with a picture of her/his bedroom, so it can help the child to understand the
appropriate time and lower the anxiety for the self touch.

3.1.3 Watching porn
- Speaking calmly and in a neutral tone of voice
makes a difference in these kinds of sensitive
discussions.
- Explaining to children ahead of time about
porn could be something like: “If you ever
come across naked bodies doing sexual things
like touching each other’s private parts,
rubbing against each other ― this is called
pornography or porn. I know it seems weird
that I’m bringing this up with you ― I feel
awkward talking about it. I bring it up because
you might accidentally see porn and I want
you to know these images and videos are for
adults and don’t show what real, loving
relationships and sex are. If you see these,
please know that you are not in trouble. I’d
like you to close the computer or turn off the
phone and come talk with me so I can help
explain what you have seen.”
- Let children know that their curiosity about
sex, about nudity, about bodies, about porn is
normal.
- Remind to emphasize that porn is
entertainment, not reality.
Talk about pornography it is a need for any typical and atypical child, as well as for parents who
want to raise kids with a healthy understanding of sex.
Nowadays most children get their sex education by watching porn, creating unrealistic
performance expectations and body image issues. It is therefore important for parents to be
advised ahead of time, what to do about it.

- Explain how porn is different from real-
life sex, e.g. in real life couples talk to
each other and they find out what feels
good for both of them, consent is always
given, they touch themselves with love,
and enjoy being together.
- Teach children they can do what they
wish to do when they start their sex life
and there is no need to copy what is
done in porn, as many children wonder if
it hurts because of the moaning sounds
the actors make. Teach them they just
need to do what they wish to do, and if
someone forces them to do something
else, this might not be the right person to
have sex with.
- The parents can use the resources
provided by you to help them explain
about porn.
- The parents should make sure to tell
children that they can always come to
them, if they see something upsetting or
that they are curious about. E.g. “If you
ever see anything you don’t understand,
or that makes you uncomfortable, please
let me know. I’m here to talk to and help
you.”
- Remind the parents that our society is
sexualizing children more and more,
therefore the need to teach them self-
respect.
- Advise parents to guide their child to not
send nude pictures of themselves or of
anyone else to anyone via smartphone,
email, etc.
Source: www.huffpost.com/entry/how-to-talk-to-your-kids-about-porn_n_5bc4f3f5e4b09e4cc9b81f5b

3.1.4 Inappropriate sexual behaviours
■ Touching private body parts
■ Removing clothes in public
■ Masturbating in public areas
■ Touching others inappropriately
■ Discussing inappropriate sexual subjects
■ Looking at shorts, skirts, dresses or
under shirts of other people
■ Obscene gestures
■ Non-consensual hugging
■ Inappropriate remarks and suggestions
that have sexual connotations
■ Echolalic repetition of sexual terms
■ Perseveration on sexual topics
Some of the most common behaviours observed among children are:

- Ensure the child can engage in a variety of non-
sexual pleasurable activities
- Identify and reduce environmental causes of
anxiety
- Ensure the child has the ability to communicate
their needs, seek attention and express emotions
- Establish and maintain routine and predictability
for the child
- Make a number of sensory-specific activities
available, based on an individual assessment of
preferences
- Provide opportunities to establish everyday
relationships with others
- Teach social skills for the development of
friendships
- Obtain a medical review for persistent anal
touching/scratching/picking
- Introduce time in the person’s schedule for
masturbation in private
- Ensure the child has access to their bedroom
whenever they choose
- Respect the privacy of bedrooms
- Eliminate the use of mechanical restraints such as
bodysuits which restrict the child’s access to their
body
- Allow private time when bathing (if safe to do so)
- Allow private time without clothing in bed, the
bedroom or bathroom
- Provide access to water-based lubricants and/or
sexual aids
- ‘Shape’ behaviour according to the environment
(e.g. help to redirect the child to their room if they
are found to be masturbating in the living room)
- Use appropriate interventions such as social
stories and social scripts
Source:www.asid.asn.au/Portals/0/Conferences/DSW10/DSW10ConfPapers/Hayward_SexualBehaviours.pdf
You can support the parents how to act towards those behaviours:

3.1.5 LGBTQIA preferences
■ Talk to the child about their LGBTQIA identity.
■ Express affection when the child tells them or
when the parent learn that the child is
LGBTQIA.
■ Support the child’s LGBTQIA identity, even
though the parent may feel uncomfortable.
■ Advocate for the child when he or she is
mistreated because of their LGBTQIA identity.
■ Require that the other family members respect
the LGBTQIA child.
■ Bring the child to LGBTQIA organizations or
events.
■ Connect the child with an LGBTQIA adult role
model to show them options for the future.
■ Work to make their community supportive of
LGBTQIA members, or find a supportive faith
community that welcomes their family and
LGBTQIA child.
■ Welcome the child’s LGBTQIA friends and
partner to their home and to family events and
activities.
■ Support the child’s gender expression in a way
the parent and child feel comfortable with.
■ Believe the child can have a happy future as
an LGBTQIA adult, the parents just need to
educate themselves and help guide the child.
As many children with LGBTQIA (Lesbian, Gay, Bisexual, Transsexual, Queer, Intersex,
Asexual) tendencies are at a higher risk of depression, suicide, STDs and drug abuse,
following actions can lower the anxiety among parents. They should ...:

3.3 How to help children with disabilities with
low self esteem
■ a lack of privacy from the parents
■ being dependent on others for daily
living activities
■ a lack of confidence about their
physical appearance and abilities
■ less knowledge on how to negotiate
relationships and express their
sexuality
■ a limited social circle and a lack of
social experiences
■ physical or cognitive limitations
■ parents/carers who wrongly think of
them as childlike or asexual
■ parents/carers who view their
sexuality as something to be feared
and controlled
Often children with disabilities face some difficulties with socializing whether at school or in any other
social situation. It is therefore very important for the child to develop confidence and social skills.
Most of the difficulties they face and need help with are:
Source: https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/intellectual-disability-
and-sexuality

You can guide the parents to help the child’s self
esteem by:
■ Maximizing the positive and minimizing
the negative. Focus on the abilities of
the child rather than the limitations.
■ Avoiding unrealistic comparisons.
Everyone has strengths and limitations,
and so does the child you are
supporting.
■ Helping the child to set realistic goals
for themselves. Since everyone has
limitations, it is not fair to expect the
child to be able to do something
unrealistic. Let them know it is okay to
take longer to achieve something, they
must respect their timing and abilities,
but always aiming for more.
■ Not over-generalizing the child’s
abilities. If there is something that the
child can’t do as a result of their
disability, it is not fair to conclude that
they are an overall failure and wont
achieve what they wish for.
■ Teaching the child to appreciate
themselves - all of it. Parents must
raise the child with a high self esteem
and teach them to appreciate the
disability too. Making a list of strengths
is a good way to help them to see how
great they are.
Source: https://www.brainline.org/article/who-me-self-esteem-people-disabilities

Chapter 4: Useful instruments
4.1 English YouTube Videos
4.1.1 Coming Out LGBTQIA
4.1.2 Gender Roles and Stereotypes
4.1.3 Living With HIV
4.1.4 Disability And Sexuality
4.1.5 Virginity
4.1.6 Why Don't I Like The Way I Look?
4.1.7 Dealing With Rejection
4.1.8 Healthy vs Unhealthy
Relationships
4.1.9 What Is Sexual Harassment?
4.1.10 Biological Female Anatomy
4.1.11 Biological Male Anatomy
4.1.12 What is a Wet Dream?
4.1.13 Porn: Fact or Fiction
4.1.14 Masturbation: Totally Normal
4.1.15 Child and Adolescent Sexual
Development

4.2 Bulgarian YouTube Videos
4.2.1 Family Watch International documentary on comprehensive sexuality
education
4.2.2 Non-formal sexual education
4.2.3 When and how to start talking with your kid about sexual education?
4.3 Spanish YouTube Videos
4.3.1 What is sexuality? Sexual Education for Kids.
4.3.2 How to answer children's questions about sexuality.
4.3.3 Objectives of sexual education.
4.4 Belgium (Flanders and Brussels) PDF Material
4.4.1 I saw 2 bears - Workbook
4.5 Apps for sex education
4.6 Devices

4.1.1 Coming Out LGBTQIA by AMAZE Org
■ About: A 2:38 minutes video helping kids and adults to know how to make questions
and be asked about coming out as LGBTQIA, giving the support they need.
■ Format: Video
■ Language: English
■ Link: https://www.youtube.com/watch?v=7YXcg8HJs18

4.1.2 Gender Roles and Stereotypes by AMAZE Org
■ About: An 1:47 minutes video that explains gender roles through the years and
how it affected how we think nowadays, but at the same time it shows how
people’s minds have changed about gender roles.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=Ulh0DnFUGsk

4.1.3 Living With HIV by AMAZE Org
■ About: A 3:10 minutes video explaining HIV, what it is, what causes it and how to live
with it and guide teenagers about it.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=IfBPQrmBwbA

4.1.4 Disability And Sexuality by AMAZE Org
■ About: A 2:53 video about teens with disability who go on dates and explain how
they feel about it.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=MfYSpuKq_-8

4.1.5 Virginity By AMAZE Org
■ About: A 2:33 minutes video that explains the different contexts of virginity and each
person has the right to choose what is best for them.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=W7jhGB63TPo

4.1.6 Why Don't I Like The Way I Look? By AMAZE Org
■ About: A 4:32 video that talks about how kids feel about how they look, giving them
a bigger view of self love and acceptance.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=v7zUHOEYlN8

4.1.7 Dealing With Rejection by AMAZE Org
■ About: A 2:09 minutes video that teaches kids how to cope with rejection in different
types of situations.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=RkZsDqH80Qs

4.1.8 Healthy vs Unhealthy Relationships By AMAZE Org
■ About: A 2:16 minutes video about how a healthy/unhealthy relationship plays along
and what you should look for in a relationship.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=Gn7ZQ2x0cOE

4.1.9 What Is Sexual Harassment? By AMAZE Org
■ About: A 1:55 minute video explaining what sexual harassment is, giving examples
of how it happens and how to stop it.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=HKk-pbeW3ic

4.1.10 Biological Female Anatomy by AMAZE Org
■ About: A 2:00 minutes video that explains the female body, the name of the sexual
organs and how they work.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=j9QgcCK6FKM

4.1.11 Biological Male Anatomy by AMAZE Org
■ About: A 3:21 minutes video that explains the male body, the name of the sexual organs
and how they work.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=G2ciOhidKpg

4.1.12 What is a Wet Dream? (Nocturnal Emission) by AMAZE
Org
■ About: A 2:02 minutes video explaining what happens to the body and why it
happens.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=q_mWKHpEhaU

4.1.13 Porn: Fact or Fiction by AMAZE Org
■ About: A 1:58 minutes video explaining what pornography aims to promote and what
we should expect in real life.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=GdB2rmGqqNU

4.1.14 Masturbation: Totally Normal by AMAZE Org
■ About: A 1:48 minutes video that explains the myths about masturbation to kids.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=TK48R722jyA

4.1.15 Child and Adolescent Sexual Development
■ About: A 12:04 minutes video about child and adolescent sexual development, with
examples and steps of development of children, proving also Spanish subtitles.
■ Format: Video
■ Link: www.youtube.com/watch?v=29lQRQZPRg8

4.2 Bulgarian YouTube Videos
4.2.1 Family Watch International documentary on
comprehensive sexuality education
■ About: A Family Watch International documentary on comprehensive sexuality education.
■ Format: Video
■ Language: Bulgarian
■ Link: https://www.youtube.com/watch?v=z2QUDEXR_Vs

4.2.2 Non-formal sexual education
■ About: It about how parents are against talking about Sex Education
with their children. Professionals share some of his experiences, that
usually when talking with parents, parents said "You will not make my
daughter sexual active" or "Don't make my son gay". It explains that
peer education on that topic is the most useful, because youngsters are
not shy to share their questions. A core part of the education is also
about the sexual transmitted diseases and their prevention.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=yEA1013wC1s

4.2.3 When and how to start talking with your kid about
sexual education?
■ About: It is about when and how to start talking about sex with children. She presents
the platform "Loveguide.bg". It is a special place for teenagers, prepared by
professionals with regards to the sex education, but in a pleasant and friendly way.
The initiative is part of "Parents Academy" project.
■ Format: Video
■ Link: https://www.youtube.com/watch?v=hwAGZVDSjlE

4.3 Spanish YouTube Videos
4.3.1 What is sexuality? Sexual Education for Kids
■ About: What do we talk about when we talk about sexuality? Mónica Poblador,
psychologist at the Álava-Reyes Consultores Psychology Center, explains to parents how
we can teach children sexuality.
■ Format: Video
■ Language: Spanish
■ Link:
https://www.youtube.com/watch?v=iL6Zg8Ub_JE&list=PL8F935F92C27417D0&index
=2&t=0s

4.3.2 How to answer children's questions about
sexuality
■ About: How to answer the different questions that might arise from curious growing
children with Mónica Poblador, psychologist at the Álava-Reyes Consultores Psychology
Center, explaining to parents how we can teach children about sexuality.
■ Format: Video
■ Link:
https://www.youtube.com/watch?v=vYAUWIF6CF8&list=PL8F935F92C27417D0&index
=5

4.3.3 Objectives of sexual education
■ About: How to answer the different questions that might arise from curious growing
children with Mónica Poblador, psychologist at the Álava-Reyes Consultores
Psychology Center, explaining to parents how we can teach children about sexuality.
■ Format: Video
■ Link:
https://www.youtube.com/watch?v=PLrVTnF1VUw&list=PL8F935F92C27417D0&in
dex=2

4.4 Belgium (Flanders and Brussels) PDF Material
4.4.1 I saw 2 bears - Workbook
■ About: These topics are covered: body and hygiene, physical changes, reproduction,
birth control, sexuality and relationships and feelings. The folder contains: an
introduction to the sexual education of children, a sex words alphabet and literature
suggestions for toddlers and children
■ Format: PDF
■ Language: Dutch
■ Link:
https://www.sensoa.be/sites/default/files/digitaal_materiaal/werkmapkzag2beren.
pdf

4.5 Apps
■ Name: Qustodio App
■ About: Qustodio is a parental control app/web-based Family Portal dashboard to monitor kids'
activities in real-time on their devices, designed to solve parents concerns.
■ Format: App
■ Link:
www.qustodio.com/en/?source=aw&utm_source=awin&utm_medium=317755&utm_campaign
=Birds+%26+Bees+%26+Kids&utm_term=Contextual+Targeting&awc=7874_1554818735_418
dad09411892cc02159c37bb9961c9&utm_content=text

■ Name: Parentsaround.com
■ About: This parental control allows parents to make devices usage safer for children.
The parents can manage the time the kids spends on their device, regulate their
media consumption by blocking any inappropriate websites and apps, and also,
parents can monitor the phone or computer from the parent’s device.
■ Format: Software
■ Link: www.parentsaround.com/

■ Name: ESET, Parental Control
■ About: This parental control can help the parents to monitor online activity of the
kids, set up rules for time spent on the internet, playing games and type of
content. The parents can also put filter the access to websites, based on the age
of each child. They can decide which apps the children can use, and when. They
can also check where the children’s devices are at any time.
■ Format: App for Android only
■ Link:
www.parentalcontrol.eset.com/?stscheck=MAAxADkAZgBiADQAYwA3AC0AYQBlAD
EAMgAtADQAOABjADkALQBiAGMANAA2AC0ANQA5ADYAYQA2AGIAMQA0ADEAMQB
mADUA

■ Name: F-Secure
■ About: Parental control that allows parents to put time limits on the device, app
control that allows parents to see what apps their children have installed, and
decide whether they should be blocked, allowed, or have their use restricted by
time limits. Parents can also block contents and have a Finder feature that allows
parents to locate their children's devices and view them on a map.
■ Format: Software
■ Link: www.f-secure.com/en/home/products/safe

■ Name: Sex Education - Mayank Singh
■ About: App that contains material to guide parents about sex education to their
children, helping with the age range of the children and how to answer some
questions.
■ Format: App on Google Play
■ Link: https://play.google.com/store/apps/details?id=m.androidhive.education

■ Name: Menstruation Calendar – Simple Design Lt.
■ About: An App with a menstruation calendar, for girls to track ovulation, fertility and
cycle with professional quality to understand which days have a higher percentage of
getting pregnant or which days are safe as a personal secret diary.
■ Format: App on Google Play/Apple Store
■ Link: https://play.google.com/store/apps/details?id=com.popularapp.periodcalendar

■ Name: Disability & Abuse – Forensic interviewing considerations related to children
with disabilities (Teachers College, Columbia University) – SOS Brooklyn
■ About: Points to consider for pre-interview and interviewing children with disabilities
related to child abuse. Expanded information and resources across disability areas
are also provided through an online website.
■ Format: Apple Store
■ Link: https://itunes.apple.com/us/app/disability-abuse-forensic-interviewing-
considerations/id915135661?mt=8

■ Name: DETECTAMOR - Instituto Andaluz de la Mujer
■ About: The application offers 10 games that make it a versatile
and flexible educational resource that allows it to be used directly
by young people, as well as by any educational agent to
introduce, inform and deepen the issue of the prevention of sexist
violence in young couples. DetectAmor is, therefore, a fun
resource for boys and girls to play, have fun, investigate about
relationships and their idea of love and at the same time reflect
on their attitudes in relation to machismo and gender violence.
■ Format: Apple Store or Google Play
■ Link:
https://play.google.com/store/apps/details?id=m.androidhive.ed
ucation

4.6 Devices
■ Name: KidsWifi
■ About: With this device you can transform the Internet the kids are allowed to use.
One KidsWifi filters, monitors and controls all the kids online devices, from tablets to
computers to game consoles, even devices brought by those who come visiting.
■ Format: Device
■ Link: www.kidswifi.com/

Reflection activity
Activity 1.
Organize the plan for the first meeting with the parents:
■ How will you approach the family at first?
■ List information you will collect about the child’s development.
■ List the main topics you will talk about with the parents:
■ How do you plan to start introducing sex education to the parents?
■ How long will your first session take?
Activity 2.
■ Talk with the parents why they decided to start the counseling with you.
■ Get to know their personal story, the child’s story, the current situation and beliefs of the
parents.
■ Identify the current issues they have been facing .
■ Take notes and for next the session come up with the guidance itself.

Disclaimer
For further information, related to the INCLUEDUSEX project, please visit the project’s website at
https://incluedusex.eu/elearning/ or visit us at https://www.facebook.com/Incluedusex/.
Download our mobile app at
https://play.google.com/store/apps/details?id=com.incluedusex.mobile&hl=en_US.
This project ( INCLUEDUSEX project - 2018-1-ES01-KA204-050062) has been funded with support from the
European Commission (Erasmus+ Programme). This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.

Supporting Parents of Children with Disabilities in Sex Education

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