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Teaching Individualized Sexuality Education to a Young Boy With Autism Spectrum Disorder in the Least Restrictive Environment: A Case Study

Teaching Individualized Sexuality Education to a Young Boy With Autism Spectrum Disorder in the Least Restrictive Environment: A Case Study

Laura J. Albee
Copyright: © 2020 |Pages: 24
ISBN13: 9781799829874|ISBN10: 1799829871|ISBN13 Softcover: 9781799829881|EISBN13: 9781799829898
DOI: 10.4018/978-1-7998-2987-4.ch004
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MLA

Albee, Laura J. "Teaching Individualized Sexuality Education to a Young Boy With Autism Spectrum Disorder in the Least Restrictive Environment: A Case Study." Cases on Teaching Sexuality Education to Individuals With Autism, edited by Peggy Schaefer Whitby, IGI Global, 2020, pp. 55-78. https://doi.org/10.4018/978-1-7998-2987-4.ch004

APA

Albee, L. J. (2020). Teaching Individualized Sexuality Education to a Young Boy With Autism Spectrum Disorder in the Least Restrictive Environment: A Case Study. In P. Whitby (Ed.), Cases on Teaching Sexuality Education to Individuals With Autism (pp. 55-78). IGI Global. https://doi.org/10.4018/978-1-7998-2987-4.ch004

Chicago

Albee, Laura J. "Teaching Individualized Sexuality Education to a Young Boy With Autism Spectrum Disorder in the Least Restrictive Environment: A Case Study." In Cases on Teaching Sexuality Education to Individuals With Autism, edited by Peggy Schaefer Whitby, 55-78. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2987-4.ch004

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Abstract

Students on the autism spectrum who exhibit sexually problematic behaviors in a public school setting are often misunderstood, and over time lead restrictive, isolated, and lonely lives removed from their peers. How can we best address sexually problematic behaviors with students on the spectrum, while upholding the lesser restrictive tenets revered by public education? Unfortunately, without fully understanding the significance their anomalous behaviors serve, students on the spectrum are typically fast-tracked to out-of-district placements. The purpose of this chapter is to present a case study that illuminates the complexities of addressing autism, sexuality, and education in a public school setting. This case will provide a summary of the assessment and programmatic design process, using targeted and evidenced-informed interventions specific to autism. Finally, this case will stress the importance of interdisciplinary collaboration, including parent partnership for promoting positive outcomes within the less restrictive environment.

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