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

我们的项目被称为居住(智力残疾教育中的关系和性)，因为它指的是属于一个人的权力或权利。我们相信，为每个儿童和青少年(CYP)提供基于证据的、有效的关系和性教育(RSE)，以便他们能够对自己的关系做出知情、安全的选择，这是每个儿童和青少年的权利。大约2.5%的英国人口患有智力残疾，相当于150万人，其中有286,000名儿童--180,000名男孩，106,000名女孩，年龄在0-17岁。有智力障碍的年轻人想要友谊和关系，但除了直系亲属之外，他们可能几乎没有什么，这导致社交网络的缺失和更多的孤立。有些人可能想要与性有关的亲密关系，有些人则性生活活跃。虽然对一些人来说，他们的关系可以带来回报和满足感，但另一些人可能会经历伤害和剥削、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，进一步限制了生活机会。我们系统审查的结果显示，目前还没有基于证据的、经过严格评估的针对患有ID的CYP的RSE计划。尽管许多学校开设了课程，或使用从网上获取的材料，但这些课程可能并不总是适合智障学生。许多此类课程未能采取终身课程的方式，提供超出在校时间的有关RSE的教育。我们在英国范围内的定性研究显示，CYP希望获得有关友谊、性、避孕用法和虐待关系的信息，而父母则关注安全(面对面和在线)，尊重边界和同意。CYP和父母都想了解人际关系和心理健康。该项目将与我们的项目顾问组建立已建立的关系，以共同产生基于证据的干预，根据我们之前的工作，将RSE提供给具有ID的CYP。我们将更新我们于2020年发表的系统审查，将其与我们定性研究的结果结合起来，并利用知识转化模型来创建材料，以纳入RSE计划。我们将创建一个定制的网站来托管这些材料，并将通过问卷调查英格兰、苏格兰和北爱尔兰的ID(n=90-120)和父母(n=90-120)的CYP来测试它们的可接受性。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。这些信息将被用来进一步完善方案。在这项计划的未来阶段，我们会尝试测试这项计划的可行性和成效，借以增加社署对RSE的认识和了解，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.