Development of a Framework for Adolescence and Sexual Health Education for Students with Disabilities: Stakeholder Perspectives
Md. Shahrier Haider1 and Iffat Naomee2
1 Professor, Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh. 2 Assistant Professor, Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh.
DOI:
PISER JOURNAL | Volume 3 | Issue 1 | 2026
Abstract
Adolescence and sexual health education is an important component of formal education for students with disabilities. This study examined the perceptions of three stakeholder groups-special educators, parents/caregivers, and school administrators regarding the scope, challenges, and development of a framework for adolescence and sexual health education (ASHE) in Bangladesh. Using a convergent-parallel mixed-methods design, 200 participants (100 special educators, 80 parents/caregivers, and 20 school administrator) completed a survey, and 50 participants (20 special educators, 20 parents/caregivers, and 10 school administrator) took part in semi-structured interviews. Quantitative data were analyzed descriptively and qualitative data thematically; the two strands were then merged, compared, and interpreted. Participants generally supported ASHE in school and home settings, flexible and individualized instruction, stakeholder collaboration, and ethical practice. Key challenges included limited stakeholder knowledge, socio-cultural reservations, resource constraints, and limited confidence. Drawing on the integrated findings, the study proposes a framework emphasizing capacity building, collaboration, direct and hands-on instruction, accessible materials, government, non-governmental organization partnerships, ethical practice, cultural responsiveness, and awareness building. The framework provides a contextsensitive basis for planning ASHE for students with disabilities in Bangladesh.
Keywords: Adolescence and sexual health education, Students with disabilities, Stakeholders, Framework
