Page 353 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

status in Sri Lanka, non-disabled youth often have access to knowledge. In

contrast, the youth with disabilities faces additional challenges due to
prevailing socio-cultural constructs making discussions on sexuality and

reproductive health more of a taboo within this population.

The study also found that interest in sexual and reproductive health education
in school was very low. Although education can be seen as the transmission of

values and accumulated knowledge in a society, schools tend not to teach the
life skills necessary for a person to be independent. The majority of the

students in the study who received inclusive education revealed little interest
in providing sexual and reproductive health knowledge for students.

"The teacher assigned for science lessons told us to ask the health teacher

when we have questions about sexual and reproductive health" (P3, 24
Female, 24, Fully Visually Impaired).

In Sri Lanka, teaching sexuality and reproductive health education is not

exclusively taught by female teachers, which affects the socio-cultural context.
Due to the existing socio-cultural teaching methods, teachers do not advance

the sex education conversation in an interactional education setting or in a
unique education setting where teachers are shy. Students with disabilities in

inclusive education experience a lack of unique skills and competition.
Teachers do not advance the sex education conversation, and students in

special education have higher knowledge due to NGO programmes. In

interactive education, students are exposed to unfavorable conditions in the

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