Percepción de padres, frente a la educación sexual de hijos adolescentes con discapacidad

Abstract

Perception refers to the way in which human beings interpret the information they receive from the environment. In the case of parents in relation to the sexual education of their adolescent children with disabilities, it emphasizes how parents perceive sexuality and the existence of varied reactions. The present study was qualitative in nature with a phenomenological-hermeneutic design, which allows a more exhaustive approach in the understanding of the phenomena studied. Similarly, the epistemological model used corresponds to the cognitive-behavioral approach, because it facilitates the understanding of distorted thoughts related to sex education in parents of adolescent children with disabilities. The sample used in the study was non-probabilistic of homogeneous type, which considers the aspects and characteristics of the study to choose the participants, but not the probability; likewise, for the homogeneous condition to be fulfilled, the participants must meet a similar profile. The instruments used were the in-depth interview that involves the elaboration of questions by the interviewer to the interviewee, thus obtaining more details about the perception of parents regarding the education of their adolescent children with disabilities, likewise an observation guide was used to collect details of the participants in their environment. After the call was made, the following process consisted in the presentation of the "informed consent" through which it was communicated that the data provided would be used exclusively for academic purposes, guaranteeing the due protection of personal information. After the signing of this agreement, data collection continued. The results of the study allowed obtaining the following topics: a) Parents' perceptions regarding sex education of their children with disabilities. b) Stereotypes of parents with children with disabilities regarding sex education. c) Limitations that parents present in the sex education of their children. Among the conclusions, it is emphasized that parents of adolescents with disabilities value the sexual education of their children and are willing to support it. However, stereotypes persist and act as barriers to open communication about sexuality. Likewise, parents face limitations such as lack of information and skills to address the topic, which could affect their ability to impart knowledge in this area. It is recommended that education and health professionals collaborate with parents of adolescents with disabilities to strengthen support for sexuality education. This involves developing specific programs and resources, as well as awareness-raising initiatives that address stereotypes and provide up-to-date information. Finally, parental support programs with accessible resources and training to effectively address sexuality are suggested.