Gender Identity and Sexuality - PSY2004

Sexuality

involves physical, emotional, and romantic attraction.

It is diverse and often fluid, changing over time.

Gender Identity

refers to a person's internal understanding of their gender and may differ from the sex assigned at birth.

ND individuals historically

wrongly viewed as asexual or childlike, which limited inclusive research and sex education.

Autism and Gender Identity

Higher rates of gender diversity than NT

Greater incidence of gender dysphoria

Why may Autistic individuals feel distress with gendered clothing or puberty?

due to sensory sensitivities.

What may intensify dysphoria in Autistic individuals

High levels of camouflaging, routine-dependence, and societal rejection

ADHD and Gender Identity

Limited research:

Higher rates of gender diversity among transgender individuals with ADHD

Individuals with ADHD may experience more impulsivity, sensation-seeking, or risky sexual behaviours

Biological theories

Prenatal hormone exposure and neuroanatomical differences may influence gender identity processing (Warrier et al., 2022).

Cognitive Differences

Autistic individuals often have strong systemising traits, deep focus, and introspection, allowing for analytical evaluation of gender norms.

May challenge societal gender expectations more readily due to reduced concern for social conformity.

Sensory Processing

Clothing, physical changes during puberty, and grooming associated with a gender can cause sensory distress.

This may contribute to discomfort with gender presentation and body-related dysphoria (Cooper et al., 2022).

Self Identification

Autistic individuals may be less influenced by social norms, enabling them to more authentically express their gender identity (Warrier et al., 2022).

Importance of Tailored Sex Ed in Down Syndrome

People with DS often excluded from SE

Research highlights a lack of voices from individuals with DS - most data from caregivers

Traditional SE neglects

Healthy relationships

Consent

Sexual identity and fulfilment

Recommendations for Effective SE

Use Universal Design for Learning:

Representation

Action/Expression

Engagement

Delivery

Ensure SE is direct, explicit, and repeated over time to reinforce learning.

Representation UDL

Use visuals, videos, and accessible formats

Action/Expression UDL

Include role-play, modelling, and multimodal responses.

Engagement UDL

Personalised learning, social interaction, and relevance.

Delivery UDL

Combine 1:1 support, small groups, and parental involvement.