Dissertation Defense Announcement Ed.D. Program: Victoria E. Swift “Removing the Chastity Belt: Young Adults with Intellectual and Developmental Disabilities and Their Sexuality”
Adults with disabilities have the same rights as non-disabled individuals to live fulfilling lives that include developing intimate relationships and exploring their sexuality. However, individuals with intellectual and developmental disabilities (I/DD) often experience heightened regulation, limited access to comprehensive sex education, and constrained opportunities to engage in normative romantic and sexual experiences. Although attitudes toward the sexual autonomy of individuals with disabilities have improved, existing sex education curricula and supports continue to inadequately reflect the lived experiences, desires, and relational goals of people with I/DD.
The purpose of this qualitative phenomenological study was to examine the lived experiences of young adults with I/DD as they navigated their sexuality, relationships, and access to sex education. Specifically, the study explored participants’ perceptions of romantic and sexual development, the role of family and institutional oversight, and the relationship between their experiences and the sex education they received, or did not receive. Drawing on Feminist Disability Studies as a theoretical framework, this study centered participant voices and challenged deficit-based and protectionist narratives that often shape sexuality education for individuals with I/DD.
Data was collected through two semi-structured interviews with five young adults with I/DD enrolled in inclusive post-secondary education programs in the Northeastern United States. Analysis revealed seven interrelated themes: (a) negotiating parental control and protective oversight, (b) engaging in normative romantic experiences, (c) seeking family guidance and support, (d) gaps in foundational sexual knowledge, (e) restrictive sex education across contexts, (f) desire for meaningful relationships, and (g) pursuit of social recognition and relational equity. Together, these themes illustrate the tension between participants’ desires for autonomy, intimacy, and social inclusion and the structural and relational barriers that limit their access to equitable sexual knowledge and experiences.
Findings highlight the need for inclusive, relationship-centered, and rights-based sex education that acknowledges the realities of young adults with I/DD and meaningfully incorporates their perspectives. This study contributes to the literature by amplifying the voices of individuals with I/DD and offers critical implications for educators, families, administrators, and researchers seeking to develop more responsive and equitable approaches to sexuality education and support.