Exploring Comprehensive Sexuality and Relationship Education for College Students with Intellectual and Developmental Disability in Inclusive Postsecondary Education Programs

Abstract

This dissertation explores the delivery of comprehensive sexuality and relationship education(CSRE) in inclusive postsecondary education (IPSE) programs for college students with intellectual or developmental disability (IDD). Guided by a rights-based, “dignity of risk” framework, this dissertation consists of a brief introduction, three stand-alone manuscripts, and a research statement. Chapter One outlines the core domains of IPSE programs, highlighting how CSRE would extend the established domains, setting up the research questions addressed in subsequent chapters. Chapter Two reports the results of a national survey of IPSE programs, mapping domain coverage, instructional formats, and rated importance of CSRE-related topics. Chapter Three presents four in-depth interviews conducted with CSRE providers in IPSE contexts, illuminating the persistent obstacles they face alongside the strategies they use for effective instruction. Chapter Four translates insights obtained from the survey and interviews into a practitioner paper that aligns the National Sex Education Standards with existing resources. Finally, Chapter Five reflects on the development of this dissertation and outlines my future research agenda, which is aligned with my career goals. Together, the five chapters provide an evidence-informed roadmap for embedding rights-based CSRE throughout IPSE settings to enhance self-determination and postsecondary outcomes for individuals with IDD.