2011 • NYS Psychologist - New York State Psychological Association

Exploring Human Sexuality for
Women with Intellectual Disabilities
Sharon M. McLennon, MSEd., CRC, LMHC
Laura Palmer, PhD
This literary review will focus on discussing the significance of
sexuality, intimacy, and establishment of meaningful relationships
for women with intellectual disabilities. Women with intellectual
disabilities should have the same individual rights in this country,
including having access to health information about their sexual
reproductive system. Knowing about the inner workings of their
reproductive organs, the ways that sexually transmitted diseases
are spread, information regarding sexual intercourse, and responsibilities
and procedures regarding the use of birth control are
critical to their health and safety. This article will present the challenges
that women with intellectual disabilities might encounter
when exploring their sexuality. Treatment recommendations will
be discuss to assist those professionals who work with this population.
Key Words: women; sexuality; intimacy; intellectual disabilities;
reproductive health; marginalized group
INTRODUCTION
As human beings, we try to evaluate our individual purpose and
meaning for our existence. This task could be accomplished by finding
satisfaction in one’s occupational choices, having and raising
children, maintaining loving relationships with significant others and
family members, etc. For most people, the satisfaction in life could
be defined by the quality of their loving relationships. Many individuals
depend on these relationships with significant others to bring
them romantic comfort, companionship, intellectual stimulation, sexual
satisfaction and a sense of connection. A healthy sexual identity
contributes to a person’s sense of individual worth and their sense of
being valued and appreciated in their romantic relationships.
It was stated by Vansteenwegen, Jans and Revell (2003) that
a woman with a disability can experience difficulties in demonstrating
her sexuality and having sexual satisfaction due to the
implications of her disability as well as societal view on the impact
of the disability. Their research ascertained that approximately
95% of individuals without disabilities are engaging in sexual activity.
When examining the same statistics pertaining to individuals
with disabilities, only 50% of Individuals with Disabilities are sexually
active. Obviously, there is an issue of definition and degree
of disability to be considered when exploring the importance of
sexuality to one’s sense of identity. All people are biologically created
for their sexuality, including those who have disabilities.
Sweeney (2007), Anderson (2000), and Heyman & Huckle
(1995) suggested that parents of a person with an intellectual
disability (ID) might have some preconceived notions that might
include the following stereotypic thoughts:
1. People with ID are childlike in nature, or even considered
perpetual children and not true sexual beings like their peers
without disabilities.
2. People with ID do not really view their sexuality as a critical
issue in their life.
3. People with ID are not given the same credence like their non
-disabled peers when considering their sexual expression.
4. People with ID are considered asexual.
5. People with ID are sexually impulsive.
6. People with ID are not fully responsible for their sexual behaviors
and, if taught about it, might sexually act out.
7. Bodies of people who have ID do not sexually mature like
their counterparts without disabilities.
8. People with ID would be unable to fully or partially comprehend
cultural rules regarding acceptable, public, sexual behavior.
9. People with ID would be unable to deal with or tolerate the
complexities of sexual relationships.
10. People with ID overall, would not be accepted by society in a
sexual relationship.
These present preconceived notions regarding women with
ID are damaging and further cause the transfer of incorrect sexual
knowledge for this referent group.
HISTORICAL OVERVIEW
American history demonstrates a very difficult sexual development
and exploration period for women with ID. This troublesome time in
American culture was known as the Eugenics Movement. According
to Landman (1932) eugenics is defined as “A science of human
betterment. It is concerned with the study of being wellborn
______________________________________________
Sharon Melisse McLennon, MSEd., CRC, LMHC has been a Certified
Rehabilitation Counselor for over 13 years and is a New York State licensed
Mental Health Counselor. She is a Rehabilitation Consultant at the
Shield Institute for Clinical Services in Bayside, New York where she
works with individuals with intellectual disabilities. She is a fifth-year doctoral
candidate in the Counseling Psychology program At Seton Hall University
in South Orange, New Jersey. Ms. McLennon’s research areas
include disability and sexuality. She wrote an article titled “The Pursuit of
Happiness: the Aspect of Disability in Graduate Education” published in
the New Jersey Psychologist in 2007. Ms. McLennon has received numerous
awards for her research endeavors and academic scholarship including
the American Psychological Association’s Division 22, Rehabilitation
Psychology, Research Poster Award of the Year for her research on employment
needs for persons with Traumatic Brain Injury presented at the
San Diego annual convention in 2010, the graduate education award from
the Lighthouse International and from the American Council for the Blind
in 2008.
Laura Palmer, Ph.D. is an Associate Professor in the department of
Counseling Psychology at Seton Hall University in South Orange, New
Jersey. Dr. Palmer is the chair of the Professional Psychology and Family
Therapy Department and Training Director of the doctoral program in
Counseling Psychology in the College of Education and Human Services
at Seton Hall University. She maintains a private practice where she works
with children and elderly adults. Dr. Palmer’s research interest is in the
areas of neuropsychology, sexual abuse and trauma.
Page 13
Vol. XXIII No. 2 • Fall 2011 • NYS Psychologist