Teacher Training, Sexuality Education, and Intellectual Disabilities: An Online Workshop

Abstract

The focus of this study was to assess the impact of an online workshop on teachers’ knowledge, attitudes, and self-efficacy beliefs toward sexuality education and intellectual disabilities. A pretest-post-test group design was implemented for this study. Sixty-eight teachers were randomly assigned to one of two training conditions or a control group. Results demonstrated that teachers in both training groups, information and information/reflection, scored significantly higher compared to the control group on the Knowledge toward Sexuality Education and Intellectual Disabilities Questionnaire, the Attitudes toward Sexuality Education and Intellectual Disabilities Survey, and the Self-Efficacy toward Sexuality Education and Intellectual Disabilities Survey. Teachers in the information/reflection group scored the highest of all three groups on the Attitudes toward Sexuality Education and Intellectual Disabilities Survey.