When people go about their daily activities, there is variable privilege in navigating the world. One way this shows up is in ableism, and people with non-disabled privilege may not even notice the ease they have with navigation and mobility, accessibility to escape uncomfortable situations with ease, and privilege in their opinions, choices, consent, and assent being acknowledged. For those with non-disabled privilege, this ease may feel “invisible” and like a given or a norm, however a social model of disability (Oliver, 2013) considers the ways in which this ease is a function of cultural selection and is socially and environmentally constructed.
In this LIVE talk, we meet with Worner Leland, MS, BCBA (they/them)! Worner is an agender, neurodivergent human, a former researcher and educator with Upswing Advocates, and a current educator with Sex Ed Continuing Ed and we are going to dig deep to discuss ableism and consent! They’ll provide their own lived experiences and some of the subtle and not so subtle barriers a person contacts when they have a disability. They’ll also review the concept of consent when it comes not just to basic programs and interventions, but also when teaching sexual behaviors. Consent is nuanced but it can be observed, taught, and respected. Humans have layers and it is in everyone’s best interest to review our teaching methods and interactions through all the layers, not just the ones that feel comfortable. We can always strive to do better.
Give a listen here: https://atypicalba.com/podcast/ep40-ableism-and-consent-ethics/
or on your favorite audio platform!
Learning Objectives:
1. Provide examples of situations that require consent and when consent has been given/withdrawn when working with autistic and IDD individuals.
2. Describe similarities and differences when considering consent for treatment about non-sexual behaviors and sexual behaviors.
3. Define bodily autonomy and consent when it comes to teaching skills and sexual behaviors.
Worth 1.5 Learning, 1.5 Ethics CEUs