The RESIDE (RElationships and Sexuality in Intellectual Disability Education) project

我们的项目被称为“居住”（智障教育中的关系和性），因为它指的是属于一个人的权力或权利。我们相信，这是每个儿童和青少年（CYP）的权利，提供以证据为基础的，有效的关系和性教育（RSE），使他们能够做出明智的，安全的选择，他们的关系。大约2.5%的英国人有智力障碍（ID），相当于150万人，其中有28.6万儿童——18万男孩，10.6万女孩，年龄在0-17岁之间。有智力障碍的年轻人想要友谊和人际关系，但除了直系亲属之外，他们可能几乎没有什么关系，这导致他们缺乏社交网络，越来越孤立。有些人可能想要涉及性的亲密关系，有些人在性方面很活跃。虽然对一些人来说，他们的关系可以得到回报和满足，但其他人可能会受到伤害和剥削，性传播感染和意外怀孕。作为回应，父母可以寻求保护他们的家庭成员免受伤害，进一步限制生活机会。我们的系统评价结果显示，目前尚无基于证据的、经过严格评估的针对CYP合并ID的RSE方案。虽然许多学校开设课程，或使用从网上获取的材料，但这些可能并不总是适合有身份证的学生。许多这样的项目没有采取终身课程的方法来提供关于RSE的教育，而这种教育超出了他们在学校的时间。我们在英国范围内进行的定性研究表明，CYP希望获得有关友谊、性、避孕措施使用和虐待关系的信息，而父母则担心安全（当面和网上）、尊重界限和同意。CYP和家长都想了解人际关系和心理健康。该项目将建立在与我们的项目咨询小组建立的关系的基础上，根据我们之前的工作，共同制定一个基于证据的干预措施，将RSE提供给具有ID的CYP。我们将更新2020年发表的系统综述，将其与定性研究的结果结合起来，并利用知识翻译模型创建纳入RSE计划的材料。我们将创建一个定制网站来存放这些材料，并将通过问卷调查在英格兰、苏格兰和北爱尔兰测试这些材料的可接受性，让有身份的CYP （n=90-120）和家长（n=90-120）接受这些材料。我们还将招募具有ID的CYP （n=12）、家长（n=12）和教育工作者（n=12）参加半结构化访谈，以更详细地探讨可接受性。这些信息将用于进一步完善该方案。在项目的未来阶段，我们将尝试测试该方案的可行性和有效性，通过ID对RSE的知识和理解来提高CYP，减少意外怀孕和减少性传播感染。

Our project is called RESIDE (RElationships and Sexuality in Intellectual Disability Education) because it refers to a power or right belonging to a person. We believe that it is every Children and Young Person's (CYP) right to be provided with evidence-based, effective Relationships and Sexuality Education (RSE) so that they can make informed, safe choices about their relationships. Approximately 2.5% of the UK population have an intellectual disability (ID), equating to 1.5 million people, of which there are 286,000 children-180,000 boys, 106,000 girls aged 0-17 years. Young people with intellectual disabilities want friendships and relationships yet may have few beyond immediate family members, leading to an absence of social networks and increased isolation. Some may want intimate relationships that can involve sex, and some are sexually active. While for some, their relationships can be rewarding and fulfilling, others may experience harm and exploitation, sexually transmitted infections and unintended pregnancies. In response, parents can seek to protect their family member from harm, further limiting life opportunities. Findings from our systematic review showed that no evidence based, rigorously evaluated RSE programmes for CYP with ID currently exist. While many schools create programmes, or use materials taken from online sources, these may not always be appropriate for pupils with ID. Many such programmes fail to take a life course approach to providing education about RSE which extends beyond their time at school. Our UK wide qualitative study showed that CYP wanted information on friendships, sex, contraceptive use, and abusive relationships while parents were concerned about safety (in-person and online), respecting boundaries and consent. Both CYP and parents wanted to learn about relationships and mental health. This project will build on established relationships with our project advisory group to co-produce an evidence-based intervention, informed by our previous work, to deliver RSE to CYP with ID. We will update our systematic review published in 2020, combine this with findings from our qualitative study and utilise a model of knowledge translation to create materials for inclusion in a RSE programme. We will create a bespoke website to host these materials and will test their acceptability with CYP with ID (n=90-120) and parents (n=90-120) via questionnaire across England, Scotland and Norther Ireland. We will also recruit CYP with ID (n=12), parents (n=12) and educators (n=12), to take part in semi-structured interviews to explore acceptability in greater detail. This information will be used to further refine the programme. In future phases of the project, we will seek to test the feasibility and effectiveness of the programme in increasing CYP with ID's knowledge and understanding of RSE, reducing unintended pregnancies and reducing sexually transmitted infections.