In Portugal, schools have provided sex education since 2000 (Decree-Law No. 258/2000, October 17). This education includes students with intellectual disabilities, who receive the same content as their peers without disabilities, according to Portugal’s inclusive school policy (Decree-Law No. 54/2018, July 6) (Fonseca, Araújo, & Santos, 2012). However, persistent demeaning perspectives on the sexuality of individuals with intellectual disabilities create barriers to their access to sexuality education (Carvalho & Silva, 2018).
Stereotypes such as over-sexualization, desexualization, and infantilization contribute to family and institutional hypervigilance, often restricting privacy, intimacy, and sexual expression (Maia & Ribeiro, 2010; Bahner, 2020; Garcia-Santesmases et al., 2024). Although the sexual development of individuals with intellectual disabilities follows the same process as that of their peers without disabilities, it is often not recognized as a natural form of expression and pleasure (Deffew et al., 2022; Witt et al., 2022).
Several studies (Michielsen & Brochmidt, 2021; Maia et al., 2015; World Health Organization, 2011) indicate that families, teachers, and healthcare professionals often feel unprepared to address sexuality with individuals with intellectual disabilities. These individuals also report that their sexual education has been normative and non-inclusive (Coulter et al., 2023). Other studies (Charitou et al., 2021; Brilhante et al., 2021) demonstrate that sexuality education programs adapted to the pedagogical needs of people with intellectual disabilities reduce risk behaviors and sexual vulnerability. These programs also promote knowledge acquisition, self-definition, and identity development, contributing to their sexual emancipation (Charitou et al., 2021; Brilhante et al., 2021; Bahner, 2020; Andreassen et al., 2024).
When these programs involve both professionals and families, they foster a greater understanding and recognition of the sexuality of individuals with intellectual disabilities (Schaafsma et al., 2013; Bahner, 2020). Furthermore, deepening knowledge about their sexual rights promotes more positive attitudes toward their sexuality (Medici & Bonato, 2015; McCann et al., 2019; Andreassen et al., 2024).
As in other areas of knowledge, sex education occurs throughout life and within multiple social contexts, not only in schools (Fonseca, Araújo, & Santos, 2012; Silvestre, 2013). In this regard, informal and non-formal education settings play a crucial role in the education and personal development of individuals with intellectual disabilities.
This PhD research seeks to expand knowledge on sexuality education for people with intellectual disabilities. To this end, we map and analyze the sex education resources available in Portugal for this population. By doing so, we aim to understand the types of resources used in informal and non-formal contexts to support sexuality education for individuals with intellectual disabilities in Portugal.

This research is part of a larger PhD project funded by the Portuguese Foundation for Science and Technology (FCT). The project consists of four phases, and this presentation focuses on the first phase, which aims to map and analyze sex education resources used in informal and non-formal contexts for people with intellectual disabilities. To achieve this, we examined the website of the National Institute for Rehabilitation (INR) in Portugal. The INR is a public agency responsible for planning, implementing, and coordinating national policies that promote the rights of people with disabilities in Portugal. We conducted the data collection in three phases: Phase 1 – Mapping Non-Governmental Organizations (NGOs) We used the INR website to access the websites of NGOs that serve people with disabilities. The following criteria were applied to exclude specific organizations: - NGOs that exclusively serve individuals with motor and sensory disabilities. - NGOs that support people with chronic diseases unrelated to intellectual disabilities (e.g., oncological diseases, diabetes, autoimmune disorders). - NGOs focused solely on sports (e.g., clubs and sports federations). - NGOs without an updated website. We conducted a document analysis to identify projects developed by these NGOs.This analysis enabled us to determine these projects' outcomes and educational resources. Additionally, to complement the document analysis, we administered a questionnaire to NGOs that did not publish projects related to the sexuality of people with intellectual disabilities on their websites. The questionnaire, consisting of 60 questions divided into eight sections, allowed us to identify existing programs, educational practices, and the perspectives of these organizations regarding sexuality education for individuals with intellectual disabilities. Phase 2 – Accessing Library Resources In this phase, we examined the INR library resources to identify materials related to sexuality education for people with disabilities. The documentary analysis included books, academic papers, theses, and audiovisual materials available through the INR. Phase 3 – Content Analysis of Resources We collected educational resources from the INR library and the NGOs identified in the first phase. We conducted a content analysis to examine the themes related to the sexuality of people with intellectual disabilities. We also analyzed how these topics were addressed and identified the intended audience for the materials. Through this process, we mapped the sex education resources available for people with intellectual disabilities in Portugal. This analysis also helped us identify gaps in existing resources, highlighting areas that require further development.

Findings: The data analysis reveals that non-governmental organizations serving people with intellectual disabilities fail to publish educational resources often, projects, or activities related to the sexuality of individuals with intellectual disabilities on their websites despite addressing the topic within their programs. The resources available through the INR's library indicate that most materials on the sexuality of people with intellectual disabilities are in English and that authors developed them between 1980 and 2010. Expected Outcomes: We expect the questionnaire to reveal that non-governmental organizations serving people with intellectual disabilities address the topic of sexuality, even though they do not publicly disseminate this work. We also anticipate that the primary audience for these resources will primarily consist of professionals who frequently work with individuals with intellectual disabilities. We also expect the content analysis to show that the resources are predominantly academic and informational. Finally, we hope that the most recently produced resources will reflect a discourse more aligned with the social model of disability. In contrast, older resources are likely to exhibit a discourse more closely aligned with the medical model of disability.

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