SCENARIO 1 - Kim
Kim was so excited when her parents gave her an iPhone for Christmas. She had wanted one for a long time. One day when Kim was at her program, her Mom noticed Kim had left her phone at home. Her Mom noticed Kim's phone kept "pinging" as messages kept arriving. She looked at the phone and saw that all the messages were from a man. Mom read the messages and grew concerned. It was clear that Kim had taken pictures of her body and sent them to the man. When Kim got home that afternoon, Mom confronted Kim. She was upset Mom had been looking through her phone. Mom was concerned that Kim was being taken advantage of and wanted to report it to the Police. Kim was upset and didn't want the man reported to Police. She told Mom that the man was her
boyfriend. Kim's parents wanted Kim to receive sex education so that she would learn how to use the internet safely. They wanted Kim to be protected from harm. Kim's community day services program (CDS) was just starting to offer sex education.
DISCUSSION QUESTIONS: Kim
- What are the needs and interest in sex education from:
- Kim's perspective?
- The provider perspective?
- The parent perspective?
2. Are they the same? Are they different? If so, how?
3. List the steps you will take in assessing Kim's needs, interests and abilities to develop a sex education plan?
4. How will you address any disagreements about the education plan?
SCENARIO 2 - Jesse
Jesse is working in competitive integrated employment in his community at his dream job. Past performance evaluations note that Jesse is on time and ready to work, gets along well with coworkers, completes job requirements with little supervision, and asks for help from coworkers and supervisor when needed.
The supervisor contacts you to let you know that Jesse's coworkers have asked the supervisor to intervene as Jesse has recently been friending coworkers on social media and is sharing pictures and posts that the coworkers find objectionable. The coworkers have asked Jesse to stop and Jesse continues to share. Jesse's employment could be in jeopardy.
Educational Plan - Jesse
- Assessment
- What are the needs, interests and abilities?
- Planning process by educational team
- What are the skills/knowledge needed?
- What is the model (format) for instruction?
- Who will teach?
- What materials/resources will be used?
- How will we evaluate progress?
SCENARIO 3 - Angie
Angie is a young person with an intellectual disability and autism; who lives with their mom and has attended a community day service program in the community for the past 6 months. Angie went to school and while there, did not receive any education around healthy relationships and sexuality. Angie doesn't communicate in ways that are easy for others to understand. They use gestures and point, along with smiling and frowning, to communicate what they want or need and don't want or don't need.
While Angie was with a small group from the community day services at a drop-in fitness time at the community recreation center, a mother came up to staff and reported that Angie had touched her child's bottom. The woman told staff that her small child was startled and the mother became upset. She told staff "that girl needs to keep her hands to herself! She shouldn't be around children." Mother threatened she would demand Angie be banned from the rec center. Angie began crying and the group returned to community day services.
Educational Plan - Angie
- Assessment
- What are the needs, interests and abilities?
- Planning process by educational team
- What are the skills/knowledge needed?
- What is the model (format) for instruction?
- Who will teach?
- What materials/resources will be used?
- How will we evaluate progress?
