1. Ms. Pam Allen
Louisiana Center for the Blind
101 South Trenton Street
Ruston, LA 71270
Dear Ms. Allen,
I am composing this letter to preface “Implementation of a Sexuality Education Program
for Blind and Low-Vision Youth”, my report proposing the creation of a much-needed
curriculum for the students of the Louisiana Center for the Blind.
The report will focus on the necessity of this program, suggested topics, the best methods
to teach sensitive issues, projected financial costs, and how to implement this program
successfully. This program is so crucial to the development of sexually healthy and
socially functional adults, and I am sure that you will agree upon reading my
recommendation.
I sincerely appreciate your willingness to accept my report and evaluate my suggestions. I
hope that you will share my vision and begin the necessary steps to enrich these students’
lives, even if not by my report’s suggestions. Thank you for this opportunity, and please
let me know if you have any questions or would like to provide feedback.
Sincerely,
Kimberly Garb

2. I
Prepared by: Kimberly Garb
2/19/2015
IMPLEMENTATION OF A
SEXUALITY EDUCATION
PROGRAM FOR BLIND AND
LOW-VISION YOUTH
Prepared for: Pam Allen, Executive Director of the Louisiana
Center for the Blind

3. II
Abstract
“Implementation of a Sexuality Education Program for Blind and Low-
Vision Youth”
By Kimberly Garb
All human beings deserve the right to accurate and helpful sexuality education. Disabled
youth are often neglected when it comes to this topic. Even when disabled students are
enrolled in a school that offers a sex education program, the curriculum is often catered to
able bodied students. These circumstances result in a high rate of abuse that is rarely
reported because the teens are not taught how to recognize and/or report abusive
behaviors.
A demographic that is particular in risk is the blind and low-vision community who rely
heavily on tactile learning and communication. A significant amount of health resources
presented to young audiences are in the form of pamphlets, illustrations, television, and
other resources that rely on visual cues. These cues often are missed by visually impaired
individuals, leading to a huge knowledge gap, further separating these teens from their
able-bodied peers. Because these students learn by touching, an innocent but curious
touch can be interpreted as sexual or physical assault. Proper education can remedy and
prevent this.
The Center for the Blind in Ruston, LA provides a number of services to the blind and
low-vision people of all ages in this area and its surrounding communities. The Buddy
Program, designed for fourth through eighth grade students, would be an excellent
program in which to integrate a sex education curriculum. The absence of such a program
is greatly affecting blind and low-vision youth. However, combined efforts from The

4. III
Center for the Blind’s staff, parents, healthcare professionals, and blind and low-vision
adults can revolutionize the lives of these students, equipping them with the proper skills
to navigate adulthood in a sex-centric society.
Keywords: blind, low-vision, visually impaired, health education, sex education,
disability

5. IV
Contents
EXECUTIVE SUMMARY......................................................................................................1
INTRODUCTION..................................................................................................................2
EDUCATIONAL OBSTACLES..............................................................................................2
Social Learning ..................................................................................................................2
Tactile Learning.................................................................................................................4
Abuse.................................................................................................................................5
Negative Stereotypes..........................................................................................................6
Parental Concern ...............................................................................................................8
SOLUTIONS .........................................................................................................................9
Improving Social Learning ...............................................................................................10
Utilizing Touch as a Learning Tool...................................................................................10
Identifying, Reporting, and Avoiding Abuse .....................................................................11
Reducing Negative Stereotypes ........................................................................................12
Addressing Parental Concerns .........................................................................................12
RECOMMENDATION ........................................................................................................13
Costs ................................................................................................................................14
CONCLUSION ....................................................................................................................15
Works Cited ........................................................................................................................16

6. 1
EXECUTIVE SUMMARY
This report delves into the difficulties faced by blind and low-vision (B/LV) young adults
to receive proper sexuality education and the methods by which a program to assist them
can be developed.
In this report, the necessity of this program will be explained, including the risks and
rewards to individual students, parents, and the community. The specific learning
differences between able-bodied and B/LV teens will be discussed and appropriate
methods of teaching critical topics to these students based on these differences will be
explained.
The report will conclude with the discussion of implementing the suggested curriculum
into the existing Buddy Program, considering financial expenses. The curriculum will
factor in the roles of teachers, healthcare professionals, parents, and B/LV role models in
the community. It will also include specific guidelines for parents to assist their children
throughout the program’s lessons.

7. 2
INTRODUCTION
Sexuality education is a critical topic to developing youth of all ages. It is difficult
enough for teens enrolled in a non-special education curriculum to access accurate and
helpful information about sex. Teens with disabilities, however, certainly are at a greater
disadvantage. A demographic that is particular in risk is the blind and low-vision (B/LV)
community who rely heavily on tactile learning and communication.
Negative stereotypes, false assumptions and parental and societal fear lead to a massive
lapse in the social and sexual interactions (Shandra 2-3). Their limited vision leads to
missed learning opportunities that able-bodied teens may experience, like mimicking the
behavior of others to fit in (Wild, Kelly, Blackburn, Ryan 1). Because these students
learn by touching, an innocent but curious touch can be interpreted as sexual or physical
assault. In addition to this, the B/LV community is at a much higher risk of assault (both
sexual and physical, attempted and actual). These assaults often go unreported (Wild et
al. 2).
This report will evaluate and elaborate on these issues, reinforcing the urgent need for the
implementation of a program beneficial to the B/LV youth of Lincoln Parish. A
curriculum will be recommended, including necessary materials and suggested staff.
EDUCATIONAL OBSTACLES
Social Learning
Unlike able-bodied teens, B/LV students cannot learn incidentally. For example, when
flirting, a girl may lean toward her date, bat her eyelashes, or blush when her date
compliments her. Similarly, a male may look at his watch, tap his foot, or look around the

8. 3
room during a boring date. A B/LV teen cannot see these cues and may not know how to
interpret the situation in this setting. They may not know how to distinguish males from
females (as many non-visual cues can be misleading, like names and scents) and may
refer to someone they encounter incorrectly (Davies 1).
B/LV teens do not encounter as many cues from media sources like television,
pamphlets, or websites. (Moss 58) For example, an actor and an actress are playing
characters who are speaking at school. The girl calls the boy a rude name, but their body
language indicates that the interaction is still playful and the phrase was a joke. Later in
the episode, the characters are in a romantic situation. The couple discusses using a
condom, then progresses to sex. The B/LV audience may draw the conclusion that, to be
romantic or sexual, one must first be hateful. They may also not understand what a
condom is, how and when it should be used, or where the character got the condom.
In addition to this, many health and sex education materials are in print, but not available
with braille print, in audio format, or dual-printed (braille and 2D-printed text). Even if
the resource is printed in braille, only one in five blind students use braille (“The Power
of Braille”). Teens and adolescents must request assistance to read the information from
a non-visually impaired friend, parent, educator, or someone else they trust, which can
create an awkward situation. B/LV students cannot necessarily learn the rules and
customs of dating or sex simply from experiencing them or only receiving the auditory
cues from a story. They, therefore, must be taught to prevent social isolation and
embarrassment.

9. 4
Another major concept of incidental learning is the development of self-image. Because
they cannot see themselves, the B/LV person has no idea what they look like, and can
only develop ideas based on what they can feel, what other people tell them, and how
others respond to them. They often feel more unattractive than sighted individuals. They
often experience negative feelings toward their bodies, especially during puberty, because
they do not realize that adolescents their age are also experiencing these changes (Davies
4). This negative self-image combined with low sexual knowledge can create more social
struggles for the B/LV teen attempting to navigate the romantic and sexual world.
Tactile Learning
An obvious outlet for B/LV individuals to learn is through touching. Touch helps to
identify people, places, and objects around them. Beginning when a child is born, they
are touched constantly to communicate feelings of love, care, and safety. The child uses
limited visual or non-visual sensations to navigate the world. In a romantic and sexual
context, much of what humans find attractive lies in their partner’s appearance. The
B/LV individual may need to be taught what is considered to be attractive in today’s
society. Their parents may still pick out their clothing, and non-stylish fashion can
certainly set a teen apart from their peers (Davies 6). They must use non-visual cues to
determine what is attractive in a mate, such as their scent, their touch, or the sound of
their walk or voice, and their personality.
In the context of sexuality education, as mentioned previously, many materials are not
B/LV friendly. Verbal descriptions and stereo-photocopies (images with raised outlines
to indicate shapes) can be used, but students who have been blind for their entire lives do
not find these images useful. Visual descriptions can often be very confusing if the words

10. 5
used aren’t entirely accurate, or could mean something else (Davies 9). For example,
B/LV students may not understand this common description of childbirth: “the baby
comes out of a mother’s tummy”, especially when it conflicts with later teachings of an
infant coming out of a mother’s vagina. Many sexual images are depicted two-
dimensionally in magazines, books, on television, in films, or on the internet. Without a
three-dimensional model that the student can manipulate and touch, it’s extremely
difficult to convey more difficult concepts like childbirth or different definitions of sexual
activity.
Touching is not always an appropriate method of learning, especially from peers.
Students cannot touch the breasts or genitals of another person to understand their
characteristics or functions. Students are often taught to identify sexually transmitted
diseases and infections based on their visual characteristics. Contraceptives may be
described, but their use may be unclear without seeing images. Both males and females
may be unaware of how and when to use feminine hygiene products and simply
describing the concepts may be unclear without a physical aid. Menstruation that cannot
be seen can be greatly confusing and even traumatic for a B/LV female, leading them to
believe that they had an accident or are injured (Davies 6). Tactile learning methods are
simply not used when teaching sexuality education, but they certainly can be
implemented in a number of ways.
Abuse
Another issue for B/LV individuals is implications that they should and will allow any
touch that can potentially help them. This is a severe breech of personal space, suggesting
to the B/LV person that they cannot say no to a touch. Even if the individual rejects a

11. 6
touch, their parents or caregivers may allow the touch. Parents and caregivers may even
touch the individual without their permission, assuming that their position of authority or
helpful intention allows them to do so. This is especially common when the individual
has a disability in addition to their visual impairment (Moss 7). This can lead to very
dangerous situations in which the B/LV person is subjected to abuse, or may
unintentionally abuse others. If this abuse comes from a caretaker, family member, or
other person that the individual trusts, this interaction can go completely unidentified as
abuse and/or go unreported. The student may not even realize that their touches are
inappropriate if the negative response is visual or if the student receives inconsistent
feedback regarding the touching.
Rates of abuse among B/LV individuals is incredibly high. In a 1994 study of 161 B/LV
adults (male and female), one in three reported experiencing assault and/or abuse in their
lifetime (Wild 2). The stereotype of B/LV people being helpless contributes to this abuse,
as these abusers assume that the victim won’t understand what’s happening, won’t be
able to identify the abuser, or won’t be taken seriously (Davies 6). These individuals must
be equipped with the necessarily skills to recognize and report abuse, including how to
identify their abuser. They must also be taught how to protect themselves against abuse
(because teaching others simply not to abuse is not always completely effective) and how
to prevent accidental abuse by understanding appropriate touch.
Negative Stereotypes
The able-bodied community (including parents of disabled youth) frequently label
individuals with disabilities as asexual (having no sexual feelings, desires, or intentions)
(Shandra 2). While the individual may experience no carnal urges, it is likely not due to

12. 7
his or her mental or physical abilities, as many able bodied individuals identify as asexual
or “aromantic” (experiencing no romantic feelings, desires, or intentions). This label
results in the dismissal of persons in this community, not allowing them to claim their
own sexual identity and ultimately dismissing any sexual identifier placed on themselves.
However, one must be aware of such an identifier before choosing it. In a study published
in the Journal of Blindness Innovation and Research, thirty adults aged eighteen to thirty
were surveyed about their sex education experiences throughout their schooling. When
asked about education regarding “social norms associated with sexual behaviors
including fetishes, sexual identities, and same sex desires”, participants ranked their
experience a 1, indicating that these topics were never discussed in school. In addition to
this, when surveyed about the individual’s identity, the only sexual orientation options
given were “bi-sexual [sic], heterosexual, homosexual, unknown or refused” (Wild et al.
5). For a label so commonly placed on these persons, it was not even presented as an
option in this survey. An individual cannot identify as something they have never heard
of or they are not given the option to choose. Denying this knowledge to the B/LV
community is a result of ignorance. The forced “asexual” label leads educators and
society as a whole to believe that these people would not need sexuality education.
In addition to this, there is a social stigma surrounding the courting and sexual
propositioning of a disabled individual. A 1997 study by RW Blum revealed that able-
bodied individuals often believe that, if disabled individuals are not asexual, they have
comparatively different sexual objectives and would be, therefore, incompatible for
romance or sex (Wild et al. 2). Numerous studies regarding disability and sexuality have
revealed that able-bodied people may believe that they are violating social norms by

13. 8
engaging in sexual activity with someone who is disabled (Wild et al. 3). Even
individuals who accept disabled individuals as friends may feel this way and less willing
to accept them as spouses or sexual partners (Kef 641). These stereotypes of the B/LV
community contribute to the isolation faced by these individuals and their able-bodied
peers. On average, individuals participate in fewer social activities. Researchers believe
that this isolation greatly contributes to sexual difficulties among disabled youth, likely
due to missed opportunities to learn from peers (Shandra 2).
Parental Concern
Parents of disabled children will often “protect” their children from the suspected dangers
of sexuality. They fear for their child’s health and safety when they are given too much
freedom. They worry that their children are childlike forever, and may treat them as such
(Nancy Murphy, MD 641). Nevertheless, B/LV youth undergo sexual development at
about the same rate as their able-bodied peers (Davies 3). It has even been suggested that
Parents of B/LV children who are also developmentally disabled may constantly assist
their child with things such as toileting, never allowing the individual to learn and operate
on their own (Kef 642). This reliance on the parent may never allow the individual to
fully develop social skills and ultimately enter the dating world, which often requires
independence to appear desirable.
Parents and educators may hesitate or completely refuse to read descriptions of sexually
explicit materials, regardless of their educational merit. They, like many others, may use
silly words to mask the “dirty” factor of some words. However, for a B/LV person, these
terms may be unclear and later contribute to difficulty forming concrete concepts about
sexuality. For example, they may not understand that a “pee pee” and a “penis” are the

14. 9
same thing. With lack of visual confirmation that these objects are, in fact, the same,
confusion may occur and lead to some awkward sexual situations in the future (Moss 18).
They may also wait for the child to approach them with questions about sex, puberty, and
childbirth. However, because these individuals cannot learn incidentally, these questions
may not come until after the child has experienced the situation in question and been
confused or afraid. It has also been suggested that, when a child is taught sexual concepts
later in life, it is harder for these students to understand some of the concepts, as they
have already had a lot of time to develop misconceptions (Davies 5).
Parents are also often given the title of “the expert” when it comes to sexual topics.
However, parents may not have received adequate sex education themselves. They also
may not know how to teach their B/LV child using non-visual descriptions. They also
may be too embarrassed to ask for help because of this title (Moss 20). Combined with
the fear that their child will become sexually active too early, get hurt by someone they
are romantically or sexually involved with, or be sexually abused, the parent may not
ever discuss sexuality with their child.
SOLUTIONS
There are obviously many obstacles interfering with the sexual education of B/LV
students. However, there are also a number of solutions that can be easily implemented.
Because of several studies conducted over the past twenty years, educators know the
methods most highly sought by B/LV youth; presentation and discussion of real-life
scenarios, roleplaying, use of explicit and realistic language, utilization of tactile
graphics, use of electronic materials, and demonstration of anatomically correct models

15. 10
(Wild 7). With this knowledge, a curriculum catered to these students can be created and
taught successfully.
Improving Social Learning
Because B/LV teens cannot recognize or have trouble recognizing visual romantic or
sexual cues, encourage them to focus on non-visual sensation. The instructor can present
a primarily visual source, such as a television clip, and describe the physical actions of
each character as the character is speaking. This will assist the student in mimicking the
behaviors of these characters in romantic or potentially sexual scenarios. A more useful
method would be to role-play. Ask the students to pair up and discuss what they believe
are attractive traits, including smells, the feeling of certain clothing, vocal tone,
personality traits, and anything else the student would like to mention. If the students are
comfortable enough to do so, they can take turns touching each other’s faces and
describing what they believe their partner looks like, focusing on positive and neutral
characteristics. Students who are uncomfortable with this exercise should be respected,
but encouraged to listen to the descriptions of their classmates and to note the differences
between each person. This exercise can build self-esteem and a positive sense of self, as
well as fostering social interaction and social learning. Electronic materials, such as
podcasts or videos of B/LV individuals discussing what they believe to be attractive and
desirable or perhaps what attracted them to their partner would provide positive examples
of B/LV individuals who the students may be able to relate to or identify with. Similarly,
B/LV volunteers or Center for the Blind staff members can also participate as guest
speakers to provide their own perspective on such topics.
Utilizing Touch as a Learning Tool

16. 11
Because B/LV teens cannot see fashion trends and may be subjected to their parents’
taste in clothing, low-vision students, friends, and teenaged family members can be
invited to suggest input to help these students fit in. Local fashion designers as well as art
and fashion students from surrounding high schools and universities can also be invited
to input their suggestions. Students can discuss with these individuals as well as their
B/LV peers what they believe to be fashionable and can even spend an afternoon working
together to create outfits.
These teens, as stated previously, must rely heavily on non-visuals. Touch is not always
appropriate, but it certainly can be utilized in this program. For example, real pads,
tampons, and disposable menstrual cups can be passed around the class. Students will be
allowed to feel them while the instructor describes their use and what they are made of,
as well as the non-visual signs of menstruation (physical sensations, scents, emotional
symptoms, etc.). Lessons regarding contraceptives can also be taught in this way.
Students may touch examples of different contraceptives (internal and external condoms,
birth control patches, implants, IUDs, Nuvaring, etc.) as the instructor explains their use.
Non-human phallic and vaginal models can be used to teach proper contraceptive use. As
for anatomy, students can feel three-dimensional anatomical models and dolls. The
instructor can describe sexually transmitted diseases, describing symptoms detected by
multiple non-visual senses, perhaps likening what they feel like to something the student
has already felt.
Identifying, Reporting, and Avoiding Abuse
Abuse and rape are never the fault of the victim. However, knowing how to protect
oneself and report rape and abuse of any kind is definitely necessary. The students will be

17. 12
taught appropriate physical boundaries and how to discuss said boundaries with their
friends, family, and current and future sexual and romantic partners. There will be heavy
emphasis on the students’ right to refuse touching. The instructor will read scenarios of
situations that may or may not be abusive and the students can discuss what defines
abuse. Role-play is likely too risky in this scenario, as actual abuse may occur in an
environment that is meant to be safe. The students can, however, role-play reporting
abuse to the police, a parent, teacher, religious leader, or caregiver. A police officer can
be a guest speaker, explaining how to report abuse or assault. A nurse or doctor can also
be invited in to discuss what happens when you receive medical care after an assault.
Reducing Negative Stereotypes
Labeling of the B/LV community from non-B/LV individuals is a big issue, and allowing
the students to self-identify is incredibly important to reinforcing a sense of self. The
students will receive descriptions of various sexual and romantic orientations, allowing
the students to evaluate their own preferences. Students can express their feelings toward
stigma surrounding the community, allowing the potential to relate to their classmates.
B/LV adults in the community can guest-speak and share their experiences with
discrimination, stereotyping, and stigma surrounding their disability. These experiences
can also be shared through podcasts or videos.
Addressing Parental Concerns
Because parents often have fears and reservations regarding their child’s sexuality,
parents will be invited to attend some, but not all sessions. This will allow parental
participation, ensuring that their child is receiving adequate information but also allowing
privacy for the students to share more difficult questions and discussions. Parents will be

18. 13
allowed to voice concerns to instructors, volunteer to share their experiences with other
parents, and contribute to the curriculum. A parent’s workshop will also be created to
answer questions and help parents cope with their child’s entry into the world of romance
and sexuality. Concepts addressed in parental workshops will include but are not limited
to “how to ask for help when you’re supposed to be the expert”, how to identify learning
opportunities, and how to identify and report abuse. Parents will be provided with written
materials describing what the child learned in each session. In addition to this, an audio
recording of questions for students to present to their parents will be provided at the end
of each lesson, encouraging students to communicate with their parents, reduce parental
anxiety, and for both parties gain a bit of perspective.
RECOMMENDATION
The solutions presented above can be implemented through the “Buddy Program” at the
Center For the Blind. The “Buddy Program” is geared toward fourth through eighth
graders (9-14 year olds), which is around the time in which most adolescents hit puberty
and their bodies begin changing. The program promises to offer “learning opportunities,
new friendships, and fun-filled activities”, as well as a staff of well-adjusted, positive
B/LV role models. The program offers many opportunities for these students to learn and
grow as adults, and it would be simple to include a daily sexuality education lesson into
the current curriculum over the month-long session (“Buddy Program”). B/LV
volunteers who are past Center for the Blind students can be enlisted to discuss their
experiences. Nurses and doctors in the area can be contacted through the Lincoln Parish
Health Unit (who specialize in sexual and reproductive health) and regularly provide
volunteer services in the area. They can also provide sample contraceptives. (See table

19. 14
below for alternate sample contraceptive source.) Because there are two sessions every
summer, students can provide feedback on the program’s strengths and weaknesses and
this feedback can be used to improve the program for the second session.
Costs
“Fetus Model – Human Reproduction and
Development Kit” & DVD “The Miracle of Life”
$490.00
“Teach-A-Bodies” * $420.00
Breast Model Teaching Sytem - MammaCare $55.00
Flaccid Penis Model*- Jim Jackson & Company $410.00
Erect Penis Model*- Jim Jackson & Company $260.00-$460.00
Cross-section Male Model - Jim Jackson &
Company
$450-$490.00
Female Pelvic Model- Jim Jackson & Company $510-$660
Uterus Model - Jim Jackson & Company $180
Cross-Section Female Model – Jim Jackson &
Company
$450-$490
Sample Contraceptives – Total Access Group,
Inc.*
Various
Male Testicular Model – HealthEdco.com $116.95

20. 15
Table 1. Costs. (Gaylen Kapperman, Ed.D)
*Suggested optional purchases
CONCLUSION
In conclusion, the B/LV community may have many educational roadblocks when it
comes to sexuality education. However, with the cooperative efforts of the students,
parents, Center for the Blind staff, and volunteers, these students can receive proper and
adequate information. The ideas suggested through this report create an ideal curriculum,
and its implementation will improve the lives of B/LV youth in Lincoln Parish for a
lifetime.

21. 16
WORKS CITED
"Buddy Program." Louisiana Center for the Blind. N.p., n.d. Web. 19 Feb. 2015.
Davies, Judith. "Sexuality Education for Children with Visual Impairments." Texas School
for the Blind and Visually Impaired. N.p., 1996. Web. 12 Feb. 2015.
Davies, Judith. "Sexuality Education for Children with Visual Impairments: A Parents
Guide." Texas School for the Blind and Visually Impaired. N.p., n.d. Web. 10 Feb.
2015.
Kef, Sabina, and Henny Bos. "Is Love Blind? Sexual Behavior and Psychological Adjustment
of Adolescents with Blindness." Sexuality and Disability 24.2 (2006): 89-100. Web. 09
Feb. 2015.
Moss, Kate, and Robbie Blaha. Introduction to Sexuality Education for Individuals Who Are
Deaf-Blind and Significantly Developmentally Delayed. Monmouth, OR: DB-LINK -
The National Information Clearinghouse on Children Who Are Deaf-Blind, Sept.
2001. PDF.
Nancy Murphy, MD, and Paul C. Young, MD. "Sexuality in Children and Adolescents with
Disabilities." Developmental Medicine & Child Neurology 47.9 (2005): 640-43.
Sexuality in Children and Adolescents with Disabilities. 13 Feb. 2007. Web. 10 Feb.
2015.
Sagita, Dessy. "How to Teach Blind and Deaf Kids About Sex." The Jakarta Globe.
JakartaGlobe, 04 Oct. 2010. Web. 18 Feb. 2015.
Shandra, Carrie L., and Afra R. Chowdhury. "The First Sexual Experience Among
Adolescent Girls With and Without Disabilities." Journal of Youth and Adolescence
41.4 (2012): 515-32. Web. 12 Feb. 2015.
"The Power of Braille." NBP. N.p., n.d. Web. 17 Feb. 2015.

22. 17
Wild, Tiffany A., Stacy M. Kelly, Mollie V. Blackburn, and Caitlin L. Ryan. "Adults with
Visual Impairments Report on Their Sex Education Experiences." Adults with Visual
Impairments Report on Their Sex Education Experiences. Journal of Blindness
Innovation and Research, n.d. Web. 10 Feb. 2015.