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People with Special Conditions and their Sexuality

 

Author: Janeth Margarita Rodríguez Gómez

Universidad de Carabobo, UC

janethrodriguez_41@hotmail.com

Puerto Cabello, Venezuela

 

Abstract

People who have any special condition or difficulty to fully perform their basic functions, learning, social, among others; they require that their condition be respected and that the school triad provide them with all kinds of information, moreover, information that will help them to exercise a sexuality without internal conflicts. Conceptually, the Special Educational Needs are referred to a condition that people present and is affecting some aspect of their life, be it pedagogical, physical, or structurally organic. The purpose of the essay was to interpret sexuality in students with SEN for the development of their potential. In this sense, a special educational need represents everything that is essential for the acquisition of the objectives or aims of education. Therefore, in short, this research is aimed at students achieving maximum personal and social growth during their schooling; in accordance with pedagogical support, educational services or institutes, which are trained as responsible beings, protected from abuse and express their sexual impulses in the same way as others are accepted socially, in addition to receiving sexual education from professionals or relatives.

Keywords: special education; sexuality; family environment; communication.

 

 

 

Personas con Condiciones Especiales y su Sexualidad

 

Resumen

Las personas que presentan alguna condición especial o dificultad para realizar a cabalidad sus funciones básicas, de aprendizaje, sociales, entre otras; requieren que se le respete su condición y que la triada escolar les proporcione todo tipo de información, más aún, información que le ayudara a ejercer una sexualidad sin conflictos internos. Conceptualmente las Necesidades Educativas Especiales están referida a una condición que presentan las personas y viene afectando algún aspecto en su vida, bien sea pedagógico, físico, o estructuralmente orgánico. El propósito del ensayo fue interpretar la sexualidad en los estudiantes con NEE para el desarrollo de sus potencialidades. En tal sentido, una necesidad educativa especial, representa todo aquello que es primordial para la adquisición de los objetivos o fines de la educación. Así pues, en resumidas cuentas, se busca con esta investigación que los estudiantes alcancen durante su escolaridad, el máximo crecimiento personal y social; en concordancia con el apoyo pedagógico, servicios o institutos educativos, que sean formados como seres responsables, protegidos ante el abuso y que expresen sus impulsos sexuales de la misma forma como se acepta socialmente la de otros, además que reciban educación sexual de profesionales o familiares.

 

Palabras clave: educación especial; sexualidad; medio familiar; comunicación.

 

 

 

1. Introduction to the study context

             The essay that is described below, is part of several studies that the researcher has done, since, from the execution of her undergraduate in 1995, to the present, which is doing a postdoctoral, has ventured into sexuality school; since, it calls the attention that when referring to the sexual aspects, they hide or repress to the school children, for being subjects for the prohibited adults, without knowing that they, when not finding answers go to routes or people less qualified to offer information some, such is the case of the environment, colleagues, family or diffusive media, which instead of clarifying doubts distorts the information. To undertake this research and be able to make clear to the reader the importance of bearing in mind that sexual issues from previous studies express taboos and social prejudices; even more so when it is imparted to students with a special condition.

 

It is evident that educating people with special conditions leads to educating from equality, equity, difference, respect, their potential, their culture, their religion and above all that does not interfere with their special educational need to train them in sexual matters (Amorós and Pérez, 1993).

 

The special educational needs come to represent a designation or nomenclature that is provided to students of school age, who because they present different temporary or partial forms are not entering primary schools, for such reasons, to those needs, emphasizes them as individualized or specialized educations; since, students need to solve learning conflicts that, because they have a special condition, they are not able to achieve, therefore they are not attended in primary education and they are offered in special centers, services or institutes that ensure their scholastic continuation with trained personnel for the academic achievement of their learning.

 

The Special Educational Needs (SEN), represents a condition that alters the rhythm of learning in students, it causes school conflicts that require individualized or specific attention during their school process. As stated by Marchesi, Coll and Palacios (2017): this term is applied to students who have a learning problem throughout their schooling, a problem that demands more specific attention and more educational resources than those needed by classmates. of his age.

 

This term, dating from the 70s, has been used in different ways and caused different polemics, due to its excessive depth and little explanation. In the same way, it has gone through three stages or models according to the conceptualization and policy of special medical-religious or philanthropic education, medical-care and psychological or school.

 

A special condition can be present in people temporarily or permanently, everything will depend on the human condition that you have and your educational level will be determined by the special need that presents such as: mental retardation, down syndrome, visual impairment, motor impairment or physical, hyperactivity disorder, attention deficit, autism spectrum disorder, language disorder, emotional problems, learning difficulties among others, these may affect the level of school and its adaptation to the environment.

 

Schoolchildren who present SEN, and are integrated into the primary education system, often suffer internal conflicts or bullying, since they are not well seen or accepted, either by their peers or teachers, sometimes they feel unsuccessful, reverberating their emotions. Teachers who attend students with special conditions, likewise feel frustrations since most do not have adequate strategies or tools to teach, they also consider that the easiest way is to give simple activities, allow them to do what they want, not demand them like the other students and pass them to the next higher level. Therefore, it is believed that these actions are being integrated into the regular education system.

 

People with SEN should not be objects of pity, they should be treated and respected like all other people. If we accept as a teacher their integration, assume it as such, believe in them, highlight their potential and have the certainty that is a human being more in search of learning, receiving and giving. The responsibility of a teacher is to impart knowledge, know the student group, support them and not make them feel unsuccessful.

 

Now, when it comes to sex education, it is important to go beyond the academic, is to locate the student in their reality, allow them to bring their conflicts or sexual concerns to the classroom, so that each one can enrich their knowledge through them. and reflect on this, if the teacher does not feel knowledgeable about the subject, must use specialists in the area, offer talks with experts in the field and disseminate appropriate terminologies to the classroom or grade; since, the educational spaces are what allow really form for sexuality.

 

If sexual themes are not disseminated to adolescents in a clear, precise and concrete way, they are led to seek sexual relations at an early age as the beginning of their active sexual life. Exposing them to sexual diseases and pregnancies at an early age. Previously, the transition to adolescence was a beautiful stage, unique, peaceful, with conflicts of its own, where physical changes were mostly normal. Nowadays it is necessary to devote more communication and guidance.

 

Therefore, the researcher participates in educational scenarios and has to ask herself: How is sexuality imparted to students who have special conditions? While the objective proposed in this research was to interpret sexuality in students with SEN for the development of their potentialities. Starting from a methodological process of hermeneutic revision towards an interpretive approach on the influence of the family or school environment on the sexuality of students with SEN, to later relate the study with the theoretical sketches that are presented below.

 

2. Thematic Development

To maintain an active sexual life, it is necessary to enjoy sex, so that it is pleasant to break barriers, taboos and prejudices; as well as new and innovative positions must be considered and aside from fears, shames or scruples. Never allow these social conflicts, by the instilled values of your family, to ruin your active sexual life.

            

This essay will reflect some of the sexual conflicts, they could be determined in:

·       Dislike of oral sex.

 

·       The hygiene of the genitals.

 

·       Masturbation of male or female organs.

 

·       Satisfaction of sexual fantasies.

 

·       Abandonment of the comfort zone.

 

·       Routine sexual activities.

 

·       Effective, constant and pleasant communication.

 

·       Stay attractive, sexy or sensual.

 

             So, Cox expert sexologist in the area (cited by Ramos 2016): recommends that during sexual intercourse and to avoid conflicts in sexual intercourse, they should forget about social prejudices and taboos, that perform this activity as something normal and beautiful of life, to relax and once and for all, enjoy a great sex life, do not seek in these relationships the perfection and do not let the desire die.

 

Díaz, (1999): considers sexuality more than sex, does not think it is appropriate to reduce it to the genitals, since it affects the projection of values, their spiritual life and the enjoyment of life. Imposing in the adolescents their possibilities of expression. The same author discusses that adolescents must be advised and given precise information so that their adult sexual life is responsible, satisfactory and healthy.

 

In another order of ideas, it is necessary to note that at present, we are working in schools with intrasectoral and intersectoral lines, supported by specialists such as: counselors, social workers, psychologists and teachers; In order to spread the prevention of pregnancy at an early age (PRETA), this program is being carried out by professionals belonging to the Venezuelan educational system, following the guidelines of the 2017-2018 school year.

 

When stating sexual issues in educational institutions, questions will always be present in the students and it is customary to listen or visualize in the corridors: Today they will talk about sex, laughter, rosy cheeks, vacilones, among other phrases; as well as some terms such as viagra, quickie, kisses, among others. Since, often these issues of sexuality are not communicated frequently in educational centers.

 

In this sense, it is necessary that schools be the trainers of sexual issues. Recent studies affirm that young people are not more active today than 20 years ago, in the same way they confirm that information about sexuality was received mostly by magazines, colleagues or the internet; being the school or the parents a minority percentage in the formation of these sexual subjects; They continue pointing out the different studies, that although there is no mention of sex in homes, even less on the part of teachers. Consequently, sex education should be part of school education, should be adequately provided and include parents in that training and guide them to address issues in the home and not wait for others to spread it.

 

It is important to mention that when imparting sex education in schools, it should be offered in a participative, communicative or dialogical way, it should generate debates or discussions that allow the clarification of the doubts if it should arise, elucidate the differences of the points in common and raise sexual experiences. It is intended that these meetings strengthen communications, benefit the collective reflection of sexual life and facilitate interpersonal relationships among students who are looking for the promotion or projection of sexual or reproductive rights; in a few words, if it is possible to construct with the school community a critical or reflective analysis of their sexual behavior and that of their classmates.

 

In the same order of ideas, authors like Busquets, Cainzos, Fernández and Leal (1997): state that society specifically adolescents need to be heard and respected, that they be granted the right to participate in the school triad, that their attitudes for living sexuality is accepted and that they are allowed to defend their own rights. They continue to express the mentioned actors, that sexuality covers more than the sexual act and reproduction, it helps people to denote their feelings and emotions, it allows them to acquire new learnings and decisions necessary for their adult life. As well as, it represents a strong energy of constant movement, towards desire, pleasure and responsibility.

 

Today, sexual education is taught, you are not against it, in what there is controversy, is to be taught in preschool children or students with special conditions, what is not wanted is that it is a compulsory education for These people, since no one should be confronted, against their will, with content related to sex, and less at such a young age or with a SEN. Expose authors, who are in favor of educational measures to fight against sexual abuse, but not sexual education content and without ideology.

 

This is the controversy to the issue, since, if so, many children or special people will not receive any sex education or exclusively that given by their parents, and it is known that many parents do not talk about sex with their children or do so in a counselor It is erroneously believed that when imparting sexuality to this pre-school or special community is encouraged to have relationships at an early age, parents are considered that because they are small or special they have no right to be informed about their sexuality and believe that they are still too young to handle certain information.

 

A curious fact, is that sexual education should not be considered the same as other ways of learning or teaching other subjects, it is believed that sexuality can be hurt, hurt or offended with it, as it may be inappropriate for preschool age or special students or with a disability. Still, there is no certainty who would benefit from these issues, it is suggested that grades, classrooms or levels be present. It does not seem appropriate to teach young children or SEN children about sexuality.

 

According to Foucault (2012): sexual themes are immersed in the culture of each individual, being subject to a series of impositions related to sexuality, for him, the environment (family, school and community), imposes a series of rules and values ​​that are immersed in morality. There are times when these rules and values ​​depend exclusively on teaching and these in turn are taught in a confusing way. Therefore, it is advisable that the mechanisms that incite talking about sex or sexuality should be in schools, they are the ones who know, where they speak, who speaks, how they speak and for whom they speak. Consider the same author, that depending on the culture and the concept of sexuality, this is the best way to monitor, supervise and alert.

 

Now, author cited above emphasizes power, that repressive power over sex, he believes, that power does not always work that way for people or teachers who work with sexuality, the important thing about Foucault's analysis is that of being Attentive to induce, incite or divert. Therefore, it is less difficult to produce, expand and limit sexual issues. Before such reasons, the same author associates the power to mold bodies and minds, and to maintain supervised behavior through the family, the school and the community in general; that is why, it emphasizes that the teacher or the educational psychologist knows how to get it.

 

In this regard, and because of the above, it can be inferred that the child population and those with some special condition face various conflicts influenced by the adult, the school and the community, making it necessary that this power represented by adults should being immersed in the experiences of their sexuality and not forgetting that sexuality can not be restricted or private, but diffused according to their evolutionary development, pertinent to their age and condition.

 

In the same order of ideas, it is to emphasize that sexuality is an essential part of human beings, so, we can not speak of a selective sexuality (adults, parents, teachers, elders, among others), sexuality is just one. Such are the circumstances, that if any person presents any special condition or disability requires, like all people, to freely express their sexuality, to live their love experience, but under the supervision of the significant adult.

 

When a person has some special condition, he should be treated and reported as well as the person who does not possess it; that is, that all people enjoy duties and rights regulated by laws. Therefore, they are invited to respect their way of acting, thinking and expressing. However, the special or disabled population has a higher level of risk related to sex or sexuality, it is necessary to offer information about courtship, sexually transmitted diseases, condom use, early pregnancies, among others. If this population is educated, it is certain to open a range of opportunities and its integration would be less conflictive.

 

However, for the training of special people there is a very primordial agent, who are parents and representatives as a family figure, it is important that they share educational experiences or everyday knowledge that can help or guide the management of their children's sexuality ; Generally, it is difficult for them to face the conflicts of a sexual nature that their children are going through, especially if they are teenagers. They become reluctant to that transcendental topic of life, do not consider that their children are sexually prepared or that they have the right to live a full sexuality.

 

Paraphrasing Gogna, Adazko, Alonso, Binstock, Fernandez, Pantelides, Portnoy and Zamberlin (2005): those who believe that communication is to inform and these primordial terms, should always be present in the family, more when it comes to sexuality; Parents and children have to talk frequently, raise concerns, interests and needs without taboos or prejudices. Undoubtedly, sexual matters should not be missing in family communications, should handle or face different sexual topics, always considering promoting dialogue between them, where each is an informant of the other.

 

3. Conclusions

One of the current problems faced by adolescents is the family relationship, since it is difficult for them to communicate with both parties, especially when that communication is based on sexuality or sex. It is important that adults, teachers, specialists or any other professional involved in teaching children or adolescents initiate the dialogue. As adults, head of family or responsible for ensuring the education of children, should initiate communicative meetings, in order to know, guide, educate and guide the aspects related to sexual development and its possible conflicts. That is why most parents hide or avoid conversations of this type, acting as if the issues of sex or sexuality did not exist. For what they believe, that silence is better than talking and even more not to be aware of sexual realities.

 

The parents are not prepared to assume pregnancies at an early age, since for them their minor daughter has not started her sexual life; when faced with these sexual conflicts, the most reasonable is the dialogue and face the situation naturally, calmly, without recriminations or threats, it must be borne in mind that it will not be the first or the last one that goes through a pregnancy, so recommends maintaining a fluid communication, that prevails understanding, love and family peace, and not fall into despair (Atlantic International University, 2013).

 

In this regard, a call is made to parents and teachers to prevent and educate, educate and guide them; it is necessary to face the risks to which their children or students are subjected when looking for information, this is offered in a distorted way, even more if they have a special condition, or those who do not have strong family bases.

 

This essay is aimed at parents and representatives of adolescents, to identify with them, to communicate sexual issues, posts that are very complex and need to be addressed without tapuje, taboos, or prejudice. That they face their father's role and have the courage to talk with their children, or that they seek professional help or invite their children to consult specialists in the sexual area.

 

In order to conclude, and to be able to carry this investigative message, a call is made to create awareness of the preponderant role that the family, school and community should play, as a primary triad, to rescue the future of their children or students, and to see the collective birth, based on solidarity, on the realization of individuality and rational satisfaction of the real needs of the human being, to open the way to the heart of a happy society as contemplated in the National Project "Simón Bolívar" (2007-2013).

 

4. References

Amorós, A., & Pérez, P. (1993). Por una educación intercultural. Madrid, España: Ministerio de Educación y Cultura.

 

Atlantic Internacional University (2013). Ensayo: Sexualidad en la adolescencia. La Romana, República Dominicana: Atlantic Internacional University. Recuperado de: https://es.calameo.com/read/00523018866ffa056e469 

 

Busquets, M., Cainzos, M., Fernández, T., & Leal, A. (1997). Temas Transversais em Educação. Bases para uma formação integral. São Paulo: Ática.

 

Díaz, C. (1999). Sexualidad mucho más que sexo. Artículo publicado. Venezuela: Ediciones Aurora.

 

Foucault, M. (2012). Historia de la Sexualidad 2. El uso los Placeres. [Traducción de Martí Soler]. Madrid: Biblioteca Nueva, ISBN: 978-84-15555-05-6, págs. 279. Recuperado de: http://www.bibliotecanueva.es/admin/links/Historia%20sex%202.pdf

 

Gogna, M., (Coord.), Adazko, A., Alonso, V., Binstock, G., Fernández, S., Pantelides, E., Portnoy, F., & Zamberlin, N. (2005). El embarazo y maternidad en la adolescencia: estereotipos, evidencias y propuestas para políticas públicas. 1a. ed. Buenos Aires, Argentina: CEDES, ISBN: 987-21844-2-9, págs. 344.

 

Marchesi, A., Coll, C., & Palacios, J. (2017). Desarrollo psicológico y educación: respuestas educativas a las dificultades de aprendizaje y del desarrollo. Colección: El Libro Universitario. Madrid, España: Alianza Editorial. ISBN: 978-84-9104-610-3. Recuperado de: https://www.alianzaeditorial.es/catalogos/capitulos_promocion/LU00147801_9999971836.pdf

 

Proyecto Nacional “Simón Bolívar” (2007). Primer Plan Socialista (PPS) del Desarrollo Económico y Social de la Nación para el periodo 2007-2013. Caracas, Venezuela: Presidencia de la República Bolivariana de Venezuela. Recuperado de: https://www.mppeuct.gob.ve/sites/default/files/descargables/proyecto-nacional-simon-bolivar.pdf

 

Ramos, A. (2016). Los 5 tabúes sexuales femeninos y con ellos disfrutar más. Alma, Corazón y Vida. El Confidencial. España: Titania Compañía Editorial, S.L. Recuperado de: https://www.elconfidencial.com/alma-corazon-vida/2016-02-18/los-5-tabues-sexuales-femeninos-y-que-hacer-con-ellos-para-disfrutar-mas_1153970/

 

 

Janeth Margarita Rodríguez Gómez

e-mail: janethrodriguez_41@hotmail.com

 

Born in Puerto Cabello, Carabobo State, Venezuela. Active teacher of the Ministry of Popular Power for Education with 23 years at the level of Primary and Special Education. University work experience: IUPMA, CUAM, UPEL, UNERS, UNA, ULAC, IUTEPAL and Misión Sucre. Studies: Lic. In Education, Special Education mention at the Universidad de Carabobo in Valencia. Master's Degree in Education, Special Integral Education in the Universidad Latinoamericana y del Caribe of Valencia, Dra. In Educational Sciences of the ULAC. Researcher and teacher educator. Adviser and Thesis Tutor at Master and PhD level. Director of the Instituto de Educación Especial “Puerto Cabello”. Arbitrator of articles. Research Line: Education, Integration and Regional Development and Social Inclusion.

 

The content of this manuscript is disseminated under a Creative Commons License Attribution-NonCommercial-ShareAlike 4.0 International

 

- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.17.322-336