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Sex Advice With An Edge — Podcast #07 — 03/26/07

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Hey sex fans,

This week we have an all chick dr dick podcast —

  • Allie wants to give it up…for the first time.
  • Jennifer is a radical queer and dyke porn lover…but her boyfriend ain’t!
  • Tia is cherry, but the BF thinks she’s not. What to do?

And finally A Sexual Enrichment Tutorial

  • Beginning Sex Play — Tips and Techniques

BE THERE, OR BE SQUARE!

Check out The Lick-A-Dee-Split Connection. That’s dr dick’s toll free podcast voicemail. Don’t worry people; no one will personally answer the phone. Your message goes directly to voicemail.Got a question? No time to write? Give dr dick a call at (866) 422-5680. Again, the toll free voicemail number is (866) 422-5680.

Dr Dick is now on iTunes and SexAudia.com. On iTunes, you’ll fine me in the podcast section under the heading — Health, subheading — Sexuality. Or search for Dr Dick Sex Advice With An Edge. And don’t forget to subscribe. I don’t want you to miss even one episode.

Today’s Podcast is brought to you by: SexAudia.com — All Sex Internet Radio

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The 5 steamiest sites to get your BDSM erotica fix

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Screw watching porn. Read it.

Back when the internet first came into existence, watching porn was not a proper thing you could do. That’s because most porn was written. But not to worry—there was still plenty of it to go around. Give people a way to be horny, and they’ll most certainly jump on the opportunity.

So much has changed since those early days before the World Wide Web and even though online videos have boomed in the past two decades, there is still plenty of story-based smut floating around on the internet. That’s good news for BDSM fans. Turns out the internet is filled with erotica detailing everything from light bondage to knife play. Here are some of the best story-based porn sites to check out for kink.

5 best places to read BDSM stories

1) Literotica

As far as online BDSM stories go, Literotica is legendary. Originally founded in 1998, Literotica is a free erotica hub where users from around the world can submit anything from erotic poems to novels. Over the past two decades, the site has made quite the name for itself in the online porn world, as it’s practically synonymous with the term “online erotica.”

Of course that means the site has a huge BDSM short story collection. There’s plenty to check out, from light power plays to hardcore bondage. Plus, because Literotica is centered around cultivating and supporting erotic stories, the site has an enormous catalog of short story series from years past. Expect multi-chapter goodness for those late nights alone.

If you’re a newbie to the site, there are a couple Literotica stories worth checking out: “Bruises on Bruises” is a one-shot story where a submissive woman details her dominant’s erotic brutality on her body. And then there’s “Seven Days of Service,” a seven-part BDSM series mixing business with pleasure between a dominant and his submissive. For more BDSM short stories, check out the site’s top-rated stories of all time in the BDSM tag.

2) Nifty

Gay and lesbian BDSM stories are plentiful on the internet, as long as you’re willing to look for them. And just like Literotica, Nifty remains essential in the LGBTQ community for queer erotica.

Originally launched in 1993, Nifty hosts free stories largely dealing with gay and lesbian sex. That means plenty of bondage, submission, and domination appears on the site. Right on Nifty’s front page, the site is split into four categories: gay, lesbian, bisexual, and transgender. From there, users can choose erotica based on varying categories, which include “authoritarian” and “bondage” BDSM stories.

Before hopping onto Nifty, though, it’s worth pointing out that some stories feature underage and teenage protagonists. It’s definitely an uncomfortable experience, to say the least. Kinks run the gamut from gay college hookups to bestiality as well, so make sure to check the tags before reading a story. Also, quality varies. Some stories are incredibly well-written, while others are severly lacking.

Still, Nifty is worth checking out if you need a queer erotica fix. Of particular note: One story deals with a trans girl’s slutty diaries, including her relationship with a submissive man who ultimately dominates her in his own way. And then there’s  “Dykes Seduce Pizza Girl,” where two lesbians pleasure a submissive delivery driver. There’s also a “best of” list detailing some of Nifty’s highlights over the years.

3) Tumblr

Love or hate it, Tumblr is well known for being a major porn hub in the BDSM world. And yes, that includes kinky sex stories. The site is filled with them. Blogs throughout the site are dedicated to BDSM erotica, with both one-shots and story series gracing its webpages. For instance, Tumblr user sweetlysubmissive writes BDSM stories featuring plenty of delicious dominant and submissive play. And then there’s Tasks BDSM Community Stories, which features a sizable number of BDSM series ranging from lesbian pet play in college Greek life to a rich, bratty bottom getting her fill.

The best part about Tumblr, though, is the site’s search system. This means that anyone can search for BDSM content without necessarily following another person’s blog. So for someone interested in a specific kink, such as bondage or spanking, simply typing in terms on the site’s search bar can lead to some pretty enticing results. This makes Tumblr not just an endless resource for BDSM literature, but one where there’s always new kinks to explore.

4) r/GoneWildStories

Fictional stories are great, but what about real-life encounters? That’s what r/GoneWildStories is all about.

Unlike r/EroticLiterature, which is dedicated to fictional erotic stories, r/GoneWildStories features real-life sexual exploits detailed for the reader’s entertainment. No unrealistic characters, no stilted dialogue; every single story in the subreddit is (probably) straight from real life. Granted, there’s no way to confirm whether a user’s sexual exploits really happened, but isn’t part of the fun—envisioning every story as true to life?

Like other adult subreddits, r/GoneWildStories uses a tag system to track BDSM posts, and many stories listed on the site aren’t necessarily kinky. Some are just random hook-ups. But the site gets plenty of exciting stories about doms, subs, and bondage for readers to look through, making it worth a bookmark.

For instance, one post details a pet’s first time wearing her collar for her master. Another explores a kinky trans woman’s experience with her first threesome, along with plenty of bondage. As far as real-life kink writing goes, r/GoneWildStories is worth the look.

Who said BDSM stories have to stay written? Reddit’s r/GoneWildAudio is an ocean of free audio stories, created by performers recording straight from their bedrooms.

With r/GoneWildAudio, performers pick from a series of scripts or create their own recordings based on a sexual fantasy. Content varies from vanilla concepts to hardcore BDSM scenes. There’s also plenty of alternative kinks to check out on the site too, like pet play, daddy doms, and forced feminization.

As with r/GoneWildStories, not every recording on the subreddit is BDSM-focused. But the site has an enormous selection to browse through using BDSM-adjacent tags, like “bondage,” “rope,” “domme,” and other terms and phrases. We recommend “Shut Up, I’m Sucking Your Cock,” which features some light domming alongside cock worship and oral sex. And then there’s “This is What Happens to Bad Girls,” where a domme teases another girl, promising to tie her up and spank her.

Complete Article HERE!

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Lessons In Love For Generation Snapchat

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Tatiana Curran, right, and her boyfriend Jake Cowen-Whitman say their three-year relationship is an anomaly amongst their peers. But they readily concede that even they have serious issues around intimacy.

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Along with explicit sexual education classes, some schools are beginning to offer more G-rated lessons on love. Experts say the so-called “iGen” is woefully unprepared to have healthy, caring romantic relationships and young people need more guidance. So schools are adding classes that are less about the “plumbing” of relationships, and more about the passion.

At Beaver Country Day School, a private school near Boston, Matthew Lippman has taught whole courses on love and relationships. He loves teaching about love so much, he finds ways to delve into it every chance he gets.

In his American Literature class recently, he launched into a discussion about love songs.

“This is my favorite” he announces as he blasts “Despacito” by Luis Fonsi. The students howl.

“Are you kidding me?!”

“It’s so dirty!” the students say.

“Just kidding!” Lippman laughs. But now that he’s got their attention, he starts drilling them on what the song says about love — and lust.

Senior Tatiana Curran wades in cautiously. “It’s sexual,” she says. “But that doesn’t mean it’s love … y’know what I mean?”

“I understand,” Lippman reassures her, gently buttressing what may be a subtle distinction to some.

Lippman then introduces the class to what really is one of his favorites: “The First Time Ever I Saw Your

Matthew Lippman loves teaching about love so much he finds ways to slide in a lesson comparing contemporary and decades-old love songs during an African-American Literature class.

Face” by Roberta Flack. The song starts to unfurl so slowly, you can literally see these millennials getting antsy. Several seem relieved when Lippman finally stops the song, and starts pressing them on its underlying message.

“It’s showing that love takes time, that it’s not something that you rush into,” offers Joddy Nwankwo, noting how incongruous that is in today’s culture of high-speed everything and blithe hook-ups.

“A lot of (students) have short attention spans,” says Aiden Geary. “People don’t have a lot of long term relationships because we want everything like now, and then once we have it we’re bored with it.”

Curran and her boyfriend Jake Cowen-Whitman, who’ve been together for three years, are something of an exception. “I was asked literally the other day … ‘Aren’t you bored?'” Curran laughs.

But as one of those “iGen” teens who tend to text more than talk, even Curran readily cops to having some serious issues with intimacy.

“I get really uncomfortable, when it comes to like really romantic things,” she says. “Like I hate eye contact. It took me almost two years to actually fully make eye contact with Jake for a full sentence.”

The struggle to be present

“I think that’s the biggest piece to all of this,” says Lippman. “So much of this intimacy thing is being present, and that is hard for them.”

For sure, not all of them. Some young people are persevering and managing to forge meaningful, intimate relationships. And in some ways, technology can actually enable some difficult conversations. Some teens text things they wouldn’t have said at all if they had to do it face-to-face.

But, Lippman says, a significant number of young people are clearly struggling to make those real connections, and classes like his dovetail with a trend toward whole-child education.

He doesn’t pretend that one class can be a cure, but his lessons do seem to be resonating with his students.

“Walking into the class, I felt like I knew a good amount about love,” says Jade Bacherman. “But now I’m realizing that there’s a lot more to learn.”

“I don’t think we’re prepared to know what a healthy relationship looks like,” says Lisa Winshall. While kids get instruction on things like consent and sexual violence, she says they desperately need more coaching “on a much deeper level [about] what really taking care of someone else means.”

It’s exactly what Harvard Graduate school of Education Senior Lecturer Rick Weissbourd has found. His recent research shows young people are struggling with how to conceive of romantic relationships, let alone how to actually navigate them. “It’s a deep underlying anxiety,” he says, “so they’re looking for wisdom.” And it’s not enough to just give them “disaster prevention” kinds of sex ed classes, that only deal with pregnancy, STD’s and sexual violence, he adds.

“I think we are failing epically to have basic conversations with young people about the subtle, tender generous, demanding work about learning how to love,” he says. According to his data, about 70 percent of young people crave those conversations.

For them, the motivation may be a more fulfilling love life. But Weissbourd says the societal stakes are high; healthier relationships, he says, will pay dividends on all kinds of social ills, from sexual harassment and domestic abuse, to depression and alcoholism.

Relationships beyond Snapchat

Another school that’s trying to answer the call is The Urban school, a private high school in San Francisco. Health teacher Shafia Zaloom says she too was alarmed by teens’ social struggles and their belief that they “can build relationships over Snapchat or Instagram.” So she started a kind of “Dating 101” curriculum that covers things as basic as how to ask someone out. In one recent class, students brainstormed out loud.

“Like ‘Do you want to, like, go see a movie some time?'” suggests Sophomore Somerset Miles Dwyer with a nervous giggle.

“Yeah,” Zaloom nods, but then reminds the student to add “with me” at the end of the question, “to clarify things, because it’s not like ‘Oh, come hang out with us’ and chill with the group.” When you say “with me,” she explains, “that communicates more clearly your intentions that you want to be spending time together and getting to know each other.”

Zaloom’s course also tutors the kids on everything from how to break up to how to take things to the next level.

In one lesson they critique Hollywood love scenes. “That’s totally unrealistic,” says Miles Dwyer, as multiple romantic kisses and dreamy declarations of love unfold seamlessly, over a dramatic musical soundtrack . It all unleashes a slew of confessions about how much more awkward their own encounters usually are, and how insecure that makes them.

“On TV, the awkwardness isn’t there,” says Dominic Lauber. So when things don’t go as smoothly “in your real life, it feels like you’re doing something wrong,” he says. “So it could just feel like something you’d want to avoid. Kids nod and snap their fingers in agreement.

“Yeah, that’s definitely a fear,” says Abby Tuttle. “It’s all about vulnerability.”

Pushing through awkwardness

Boston College Professor Kerry Cronin says the insecurity and aversion to taking risks persist, so even the older students she sees on campus, still struggle with basic dating protocol. “You know they’re really just sort of numskulls about basic social steps,” she says. “They really aren’t sure how to handle themselves.”

It’s exactly why she now gives students a homework assignment — in an introductory Philosophy and Theology course — to actually ask someone out, in person.

“It’s mostly about pushing thru awkwardness,” Cronin says, “and finding out that even if you get rejected isn’t going to kill you. Because [this generation is] terrified of failure. And resilience is a major issue.”

Data is hard to come by, but anecdotally, private schools seem more apt than public schools to expand the usual “reading writing and ‘rithmatic” to also include romance.

“Our teachers are already burdened enough,” says Ashley Beaver, a public school substitute teacher and mom in San Diego. She says educating kids about love should come from parents, not schools, especially given how schools have handled sex ed.

“I mean they talked to middle schoolers about flavored condoms,'” she says. “It’s just too much too soon. So, no, I just don’t trust the institution to do it correctly.”

Indeed, G-rated discussions are not likely to be any less controversial in schools than the old-school X-rated ones says Jonathan Zimmerman of University of Pennsylvania Graduate School of Education. He agrees that the instruction is critically needed, but he says “we shouldn’t pretend that we have anything like agreement on these subjects.”

“Frankly, it’s a lot easier to get consensus on the sperm and the egg than it is on lust vs. love,” he says. “These are issues of values and ethics and culture, and in a country that is so irreducibly multicultural, we should expect there to be profound controversy and disagreement about this approach.”

Ideally, Harvard’s Weissbourd says, the lessons should come from school and home. And while many parents may think their kids don’t want to hear it from mom or dad, Weissbourd’s research shows they actually do.

As Professor Cronin put it, this generation was raised by helicopter parents — they expect to be coached on everything.

Complete Article HERE!

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Inside the Koreatown Dojo Dedicated to the Art of Japanese Rope Bondage

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Mention anything bondage-related and Zetsu Nawa reflexively geeks out.

A participant in a recent Tuesday night class learns the basics of shibari, Japanese rope bondage.

By Lila Seidman

A casual reference to a dotted gag in one of his thousands of drawings and photos of bound women launches him into a mini-lecture about its “humiliation factor” in modern Japan. It’s just a dishtowel, he explains. “It’s like he grabbed the thing you’re using to wash your hands to gag you.” As he talks, he’s caressing a length of Japanese jute rope, which he extols for its “toothiness.”

Zetsu — an American who adopted the pseudonym to protect his identity — is the head of a one-room school in Koreatown dedicated exclusively to shibari, or erotic Japanese rope bondage. His rope work has been featured in Katy Perry’s music video “Bon Appetit” and on the cover of Jhené Aiko’s album Maniac.

Launched in its current space in 2014, L.A. Rope Dojo is tucked away on the second floor of an unassuming office building just off Western Avenue and Second Street. The walls are plastered with images of women in various states of constraint. Wooden beams stretch from wall to wall — not coincidentally, the perfect height and size for binding willing men and women to.

On a recent Tuesday night, mostly fresh-faced, young couples stream into the dojo for its sold-out, bimonthly beginner’s rope play class. They look, well, totally normal.

“Most of the people who come here would never set foot in a BDSM dungeon,” Zetsu says, crediting the historical, philosophical and artistic appeal of the practice.

At most dungeons in L.A., people go by BDSM aliases, “like BadMaster79,” Zetsu explains. “Here, people are ‘Beth’ and ‘Kevin.’” In class, Zetsu goes by his real first name. “Nobody’s thinking about hiding in a way that people tend to do in the broader BDSM scene,” he says.

Zetsu, who could pass for anyone’s affable uncle, begins every intro class by detailing the origin of shibari, which synthesizes elements from Kabuki theater and an ancient samurai policing technique.

Before students start immobilizing one another, he asks the “top” (the one doing the tying) to think of a word before grabing their partner’s wrist. The first word is “sensual.” The second is “mine.”

Subtle acts like this reflect the essence of the teaching style he learned from his longtime instructor, Yukimura Ryuu, a grandmaster of the erotic art, who stressed the Japanese concept of kokoro, or “heart,” over technique.
“If your partner is feeling things that they need to feel, then the rest of it doesn’t matter,” Zetsu says. “The rope is just a conduit to get to those feelings.”

As class progresses, a petite girl with her hands bound becomes flushed and sinks to the floor. Her equally flushed male partner asks her if she’d like to be untied. She breathes “no” and they embrace.

(Class assistant Howard, who also goes by Rope Daddy, describes the feeling as “rope drunk” — a sort of euphoric high some people experience via bondage.)

Baltimore-born Zetsu says his path to enjoying bondage was significantly more fraught than many of his students.’ In the late 1970s, at age 12, he would wait 45 minutes to download a single pixelated photo of a bound Japanese woman. He stored the images on cassette tapes; floppy disks didn’t yet exist.

It wasn’t until 2006 that he found himself in Tokyo for work and decided he had to finally explore “this thing.” He took a class with a German expat, Osada Steve, who in turn connected with him a teacher in L.A. At that time, it was still a rarefied practice in the West. Now, “It’s everywhere!” Zetsu says.

In 2010, he returned to Japan to study rope more explicitly. He is now one of only two people in the United States with a teaching certificate from the late Yukimura.

Zetsu says that in Japan, teaching “is an obligation, and a very sacred one.” He had no choice but to spread the knowledge he acquired.

Significant cultural translation is needed to bring the essence of the art form to Angelenos, he admits. For one, Zetsu says in Japan it is normal to “molest” the models during a lesson. Here, that wouldn’t go over so well.
While Zetsu acknowledges ethical questions inherent to sexual power exchange, he believes it’s a basic question of consent.

“It should ultimately be about love and care for your partner, which sounds kind of ironic as you’re tying them up and hitting them,” Zetsu says. “But that’s the whole point: You only do that to people who need it and crave it and love it.”

Ivy, a 20-something Asian woman who came to the class Tuesday with her boyfriend of 3½ years, looks gleeful in the dingy hall outside the dojo. She says she was happy to act on some of her desires for the first time.

“It’s just sort of intimidating, taking that first step,” she explains. She’s already plotting her return.

Complete Article HERE!

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Why Sex Education for Disabled People Is So Important

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“Just because a person has a disability does not mean they don’t still have the same hormones and sexual desires as other individuals.”

 

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“Sex and disability, disability and sex; the two words may seem incompatible,” Michael A. Rembis wrote in his 2009 paper on the social model of disabled sexuality. Though roughly 15% of adults around the world (that’s nearly one billion people), and over 20 million adults in the U.S. between the ages of 18 and 64 have a disability, when it comes to disability and sex, there’s a disconnect. People with disabilities often have rich and satisfying sex lives. So why are they frequently treated as though they are incapable of having sexual needs and desires, and are excluded from sexual health education curriculum?

According to Kehau Gunderson, the lead trainer and senior health educator at Health Connected, a non-profit organization dedicated to providing comprehensive sexual health education programs throughout the state of California, the sexual health and safety of students with disabilities is often not prioritized because educators are more focused on other aspects of the students’ well-being. “Educators are thinking more about these students’ physical needs. They don’t see them as being sexual people with sexual needs and desires. They don’t see them as wanting relationships,” Gunderson told me when I met her and the rest of the Health Connected team at their office in Redwood City, California.

When I asked why students with disabilities have historically been excluded from sexual education, Jennifer Rogers, who also works as a health education specialist at Health Connected, chimed in. “In general, the topic of sex is something that is challenging for a lot of people to talk about. I think that aspect compounded with someone with specialized learning needs can be even more challenging if you’re not a teacher who’s really comfortable delivering this kind of material,” she said.

But it was the third health education specialist I spoke with, DeAnna Quan, who really hit the nail on the head: “I think sometimes it also has to do with not having the materials and having trouble adapting the materials as well. While people often just don’t see disabled people as being sexual beings, they are. And this is a population who really needs this information.”

The complete lack of sexual education in many schools for students with disabilities is particularly alarming given the fact that individuals with disabilities are at a much higher risk of sexual assault and abuse. In fact, children with disabilities are up to four times more likely to face abuse and women with disabilities are nearly 40% more likely to face abuse in adulthood. Yet students in special education classes are often denied the option to participate in sex education at all. When these students are included in mainstream health courses, the curriculum is often inaccessible.

Disability activist Anne Finger wrote, “Sexuality is often the source of our deepest pain. It’s easier for us to talk about and formulate strategies for changing discrimination in employment, education, and housing than to talk about our exclusion from sexuality and reproduction.” But as Robert McRuer wrote in Disabling Sex: Notes for a Crip Theory of Sexuality, “What if disability were sexy? And what if disabled people were understood to be both subjects and objects of a multiplicity of erotic desires and practices, both within and outside the parameters of heteronormative sexuality?”

When it comes to disability and sexuality, a large part of the issue lies in the fact that disabled people are so infrequently included in the decisions made about their bodies, their education, and their care. So what do people with disabilities wish they had learned in sex ed? This is what students and adults with disabilities said about their experience in sexual health courses and what they wish they had learned.

People with disabilities are not automatically asexual.

“The idea of people with disabilities as asexual beings who have no need for love, sex, or romantic relationships is ridiculous. However, it is one that has a stronghold in most people’s minds,” wrote disability activist Nidhi Goyal in her article, “Why Should Disability Spell the End of Romance?” That may be because disabled people are often seen as being innocent and childlike, one disabled activist said.

“As a society, we don’t talk about sex enough from a pleasure-based perspective. So much is focused on fertility and reproduction — and that’s not always something abled people think disabled people should or can do. We’re infantilized, stripped of our sexuality, and presumed to be non-sexual beings. Plenty of us are asexual, but plenty of us are very sexual as well, like me. Like anyone of any ability, we hit every spot on the spectrum from straight to gay, cis to trans, sexual to asexual, romantic to aromantic, and more.” Kirsten Schultz, a 29-year-old disabled, genderqueer, and pansexual health activist, sexuality educator, and writer, said via email.

Kirsten, who due to numerous chronic illnesses has lived with disability since she was five years old, was not exposed to information regarding her sexual health and bodily autonomy. “I dealt with sexual abuse from another child right after I fell ill, and this continued for years. I bring this up because my mother didn’t share a lot of sex ed stuff with me at home because of illness. This infantilization is not uncommon in the disability world, especially for kids,” she said.

Growing up in Oregon, Kirsten said she was homeschooled until the age of 13 and didn’t begin seeing medical professionals regularly until she turned 21. “This means all sexual education I learned until 13 was on my own, and from 13 to 21, it was all stuff I either sought out or was taught in school.” Schultz explained. But even what she learned about sex in school was limited. “School-based education, even in the liberal state of Oregon, where I grew up, was focused on sharing the potential negatives of sex — STIs, pregnancy, etc. Almost none of it was pleasure-based and it wasn’t accessible. Up until I was in college, the few positions I tried were all things I had seen in porn…AKA they weren’t comfortable or effective for me,” she added.

Internet safety matters, too.

While many disabled people are infantilized, others are often oversexualized. K Wheeler, a 21-year-old senior at the University of Washington, was only 12 the first time their photos were stolen off of the Internet and posted on websites fetishizing amputees. K, who was born with congenital amputation and identifies as demisexual, panromantic, and disabled, thinks this is something students with disabilities need to know about. “There’s a whole side of the Internet where people will seek out people with disabilities, friend them on Facebook, steal their photos, and use them on websites,” she said.

These groups of people who fetishize amputees are known as “amputee devotees.” K had heard of this fetish thanks to prior education from her mother, but not everyone knows how to keep themselves safe on the Internet. “This is something that people with disabilities need to know, that a person without a disability might not think of, ” K said.

K also believes more general Internet privacy information should also be discussed in sex ed courses. “In the technological age that we’re in, I feel like Internet privacy should be talked about,” they said. This includes things like consent and sending naked photos with a significant other if you’re under 18. “That is technically a crime. It’s not just parents saying ‘don’t do it because we don’t want you to.’ One or both of you could get in trouble legally,” K added.

Understanding what kinds of sexual protection to use.

Isaac Thomas, a 21-year-old student at Valencia College in Orlando, lives with a visual impairment and went to a high school that he said didn’t even offer sexual education courses. “I did go to a school for students with disabilities and, unfortunately, during my entire time there, there was never any type of sexual education class,” he said.

And Isaac noted that sexual awareness plays a large role in protection. “They should understand that just because a person has a disability, does not mean they don’t still have the same hormones and sexual desires as other individuals. It’s even more important that they teach sex education to people that have disabilities so they’re not taken advantage of in any kind of sexual way. If anything, it should be taught even more among the disabled community. Ignoring this problem will not make it go away. If this problem is not addressed, it will increase,” Isaac said.

Before entering college, Isaac said he wishes he had received more information about condoms. “I wish I had learned what types of condoms are best for protection. I should’ve also learned the best type of contraceptive pills to have in case unplanned sexual activity happens with friends or coworkers.”

Body image matters.

Nicole Tencic, a 23-year-old senior at Molloy College in New York, who is disabled, fine-motor challenged, and hearing impaired, believes in the importance of exploring and promoting positive body image for all bodies. Nicole, who became disabled at the age of six after undergoing high-dose chemotherapy, struggled to accept herself and her disability. “I became disabled when I was old enough to distinguish that something was wrong. I was very self-conscience. Accepting my disability was hard for me and emotionally disturbing,” she shared. “I was always concerned about what other people thought of me, and I was always very shy and quiet.”

It was when she entered college that Nicole really came to accept her body, embrace her sexuality, and develop an interest in dating. “I had my first boyfriend at 21. The reason I waited so long to date is because I needed to accept myself and my differences before I cared for anyone else. I couldn’t allow myself to bring someone into my life if I was unaccepting of myself, and if I did, I would be selfish because I would be more concerned about myself,” Nicole said. She also recognized the fact that while sexuality and disability are separate topics that need to be addressed differently, they can impact each other. “Disability may influence sexuality in terms of what you like and dislike, and can and cannot do,” but overall, “one’s sexuality does not have to do with one’s disability,” she clarified.

It’s important to make sex ed inclusive to multi-marginalized populations.

Dominick Evans, a queer and transgender man living with Spinal Muscular Atrophy, various chronic health disabilities, and OCD, believes in the importance of sexual education stretching beyond the cisgender, heteronormative perspective. He also understands the dangers associated with being a member of a marginalized group. “The more marginalized you are, the less safe you are when it comes to sex,” he said in an email.

Dominick, who works as a filmmaker, writer, and media and entertainment advocate for the Center for Disability Rights, has even developed policy ideas related to increased inclusion for students with disabilities — especially LGBTQ students with disabilities. “These students are at higher risk of sexual assault and rape, STIs like HIV, unplanned pregnancies, and manipulation in sexual situations,” Dominick said. “Since disabled LGBTQIA students do not have access to sexual education, sometimes at all, let alone education that makes sense for their bodies and sexual orientation, it makes sense the rates for disabled people when it comes to sexual assault and STIs are so much higher.”

According to Dominick, the fact that many disabled students are denied access to sexual health curriculum is at the root of the problem. “When it comes to disparities in the numbers of sexual assault, rape, STIs, etc. for all disabled students, not having access to sexual education is part of the problem. We know this is specifically linked to lack of sex ed, which is why sex ed must begin addressing these disparities.”

So what does Dominick have in mind in terms of educational policies to help improve this issue? “The curriculum would highlight teaching students how to protect themselves from sexual abuse, STI and pregnancy prevention campaigns geared specifically at all disabled and LGBTQIA youth, ensuring IEPs (individualized education programs) cover sex ed inclusion strategies, access to information about sexuality and gender identity, and additional education to address disparities that affect disabled LGBTQIA students who are people of color.”

Understanding power dynamics and consent.

It’s important to understand the power dynamic that often exists between people with disabilities and their caretakers. Many people with disabilities rely on their caretakers to perform basic tasks, like getting ready in the morning. Women with disabilities are 40% more likely to experience intimate partner violence compared to non-disabled women. This includes sexual, emotional, financial, and physical abuse, as well as neglect. For this reason, women with disabilities are less likely to report their abusers.

“Sometimes they’re more likely to think ‘this is the only relationship I can get,’ so they’re more likely to stay in these abusive relationships or have less access to even pursue courses of action to get out of the relationship. Especially if there is dependence on their partner in some way,” said K.

Dominick agreed. “Many of us often grow up believing we may not even be able to have sexual relationships. We often grow up believing our bodies are disgusting and there is something wrong with them,” he said. “So, when someone, especially someone with some type of power over us like a teacher or caregiver, shows us sexual attention and we believe we don’t deserve anything better or will never have the opportunity for sex again, it is easy to see why some disabled people are able to be manipulated or harmed in sexual situations.”

Dominick said this ideology led to his first sexual experience. “I probably should not have been having sex because I lost [my virginity] believing I had to take whatever opportunities I received,” he said, before going on to acknowledge the falsehood in these assumptions. “I’ve had many other relationships since then, and my last partner, I’ve been with for 15 years.”

But when it comes to disability, consent can be tricky. Some disabilities make communication a challenge. The lack of sexual education for many developmentally disabled students means they often don’t understand the concept of consent.

People with disabilities are more at risk for sexual exploitation and abuse.

According to the United States Department of Health and Human Services, children with disabilities also face a much higher risk of abuse. In 2009, 11% of all child abuse victims had a behavioral, cognitive, or physical disability. In fact, when compared to non-disabled children, children with disabilities are twice as likely to be physically or sexually abused. Those living with developmental disabilities are anywhere from 4 to 10 times more likely to face abuse.

Deni Fraser, the assistant principal at the Lavelle School for the Blind, a school in New York City dedicated to teaching students with visual impairment and developmental disabilities, believes it’s important for all students to understand the importance of boundaries, both other people’s and their own. Many students at the school, who range in age from 2 to 21, also have co-morbid diagnoses, making the students’ needs varied.

“It’s important for our students to know that we want them to be safe at all times,” Fraser said. “Letting them know what’s appropriate touch, not only them touching others, but other people touching them; saying things to them; for people not taking advantage of them; knowing who is safe to talk to and who is safe to be in your personal space; if there’s anything going on with your body, who would be the appropriate person to talk to; not sharing private information — so what is privacy; and the importance of understanding safe strangers, like doctors, versus non-safe strangers.”

The portrayal of disabled bodies matters.

The media also plays a part in perpetuating the idea that individuals with disabilities do not have sex. Sexuality is often viewed as unnatural for individuals with disabilities, and many disabled students internalize that. “Even Tyrion Lannister, one of the most sexual disabled characters on television, usually has to pay for sex, and even he was horribly deceived the first time he had a sexual experience,” Dominick noted. “If the media is not even saying sex is normal or natural for disabled people, and sex education is not inclusive, then often disabled people are having to learn about and understand sex on their own,” he added.

Many students with disabilities also want to see their bodies reflected in sexual education materials. “Part of the curriculum at a lot of different schools includes showing some level of video,” K said. But including a person with a visible physical disability in these videos would go a long way in helping to shatter the stigma surrounding sex and disability, she said. According to K, this would help people understand that sex isn’t only for able-bodied people.

People with disabilities make up a large part of the population. They’re the one minority group any person can become a part of at any time. Therefore, incorporating disability-related information into sexual education curriculum not only benefits students who are already disabled, but it can help students who, at some point in their lives, will experience disability. Embracing an inclusive approach and keeping bias out of the classroom would help raise awareness, create empathy, and celebrate diversity. By listening to disabled voices, we can work toward a society that values inclusivity.

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