【摘要】背景：长期以来，对残疾人的病态化影响了他们所接受的性教育的教育质量。虽然在一些综合性教育环境中，对残疾人的关注度不断提高，但这些场所的教育质量参差不齐，而且通常没有为残疾人提供便利。无障碍设施的缺乏使得人们很少有机会学习和实践与建立和维持社会关系（包括柏拉图式、浪漫和性关系）相关的技能，从而限制了知情决策。此外，缺乏高质量的性教育大大增加了性虐待、性侵犯以及家庭暴力的风险——影响残疾人的自决、自主权，并最终影响他们工作、独立生活和保持身心健康的能力。目的：关于残疾人综合性教育计划的评论很少。因此，对目前四个针对残疾人的综合性教育计划进行了审查，包括其内容和所包含的主题；实施的可行性（包括成本）；针对不同学习者和残疾的不同无障碍考虑；以及交付方式。这使得我们能够评估他们的优势和为残疾人提供的机会。结果：审查强调了该领域正在发生的强烈积极变化，以及由于资金限制而面临的挑战，以及全面性教育下需要在教授和向残疾人提供优质全面性教育时解决的大量主题。结论：根据本审查中的证据，我们主张在为残疾人提供的无障碍全面性教育中纳入更全面的主题，包括性别和性多样性，并建立适当形式的教师教育和培训，以增加向残疾人提供全面性教育时的信心和舒适度。

    【关键词】无障碍、残疾、性健康、性教育、技术

    [Abstract] Background: The pathologisation of people with disability has long affected the educational quality of the sexuality education they receive. Whilst concern for people with disability has been growing in some comprehensive sexuality education settings, the quality of education in these spaces is variable and typically accommodations for people with disability are not made. The lack of accessibility fosters few opportunities to learn about and practise skills related to establishing and maintaining social relationships, including platonic, romantic and sexual relationships, thereby limiting informed decision-making. Moreover, the lack of good quality sexuality education significantly increases the risk of sexual abuse, assault, and family and domestic violence – impacting people with disability’s self-determination, autonomy and ultimately, ability to work, live independently, and maintain their mental and physical health. Objective: Few reviews of comprehensive sexuality education programmes for people with disability have been reported. Therefore, four current comprehensive sexuality education programmes for people with disability were reviewed, including their content and the topics included; the feasibility of implementation including costs; different accessibility considerations for varied learners and disabilities; and methods of delivery. This allowed an assessment of their strengths and opportunities for people with disability. Results: The review highlighted strong positive changes occurring within the field, as well as challenges due to funding limitations, and the extensive number of topics under comprehensive sexuality education that need to be addressed in teaching and delivering quality comprehensive sexuality education to people with disability. Conclusion: Informed by the evidence in this review, we advocate for the inclusion of a more comprehensive range of topics, including gender and sexuality diversity within accessible comprehensive sexuality education for people with disability, and the establishment of appropriate forms of teacher education and training to increase confidence and comfort when delivering comprehensive sexuality education to people with disability.

    [Key words] Accessibility, disability, sexual health, sexuality education, technology

    论文原文：Kim Andreassen, Jordina Quain, and Emily Castell (2024). Stop leaving people with disability behind: Reviewing comprehensive sexuality education for people with disability. Health Education Journal, First published online August 11, 2024.

https://doi.org/10.1177/00178969241269656