Abstract:

Introduction: Children with intellectual disabilities have the same sexual needs as non-disabled children. Parents are their child’s primary sex educator, but many parents are afraid of talking to their children about sex. The purpose of this study was to explore the perception of parents when providing sex education to children with intellectual disabilities. Methods: the study was qualitative research conducted using a phenomenological approach. The data collection used focus group discussions (FGDs) and in-depth interviews (face-to-face) with ten parents who had children with mild or moderate intellectual disability, aged nine-eighteen years registered at one of public school for children with special needs in Yogyakarta. Results: Four themes were found; the importance of sex education for children with an intellectual disability, the mother has the most crucial role in providing sex education, the distinction of sex education for children with intellectual disability and religion is essential in sex education. Conclusions: The role of the parents, especially the mother, is significant to provide sex education; more so than the father. The parents should be delivered earlier sex education to protect them from sex abuse.

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