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Research at
Gallaudet University
2005 - 2006

Sexuality Education in Residential and Day Schools for Deaf Students: Curricular Components and Administrative Practices

Status: Completed Begin date: Dec 2004 End date: June 2005

Description

This dissertation study explored the curricular components and administrative practices of sexuality education in residential and day, sign-based schools for deaf students. It provided a much needed perspective on current practices, that of the school principal. Specifically, it sought to develop a more comprehensive understanding of sexuality education and the issues and influences related to its administration. Results indicated that almost all schools taught sexuality education and the typical curriculum was more likely to be consistent with a comprehensive rather than an abstinence-only approach. Insufficient instructional time was a factor associated with principal dissatisfaction. Federal abstinence-only and No Child Left Behind legislation had little influence on the administration of sexuality education. Sexuality education discussions often included teachers but the perspectives of parents and community members were noticeably limited. Efforts must be made to involve these stakeholders. Changes due to stakeholder involvement included expanded curriculum and increased instructional time. Principals supported sexuality education through a range of administrative roles with a primary focus on teacher identification. Principals believed that students need information about birth control and disease prevention and that providing this information does not encourage sexual activity. Stakeholders wanting to enhance sexuality education should focus on involving parents, developing curriculum, and increasing instructional time.

Investigators