Akademik Veri Yönetim Sistemi
International Journal of Developmental Disabilities, 2026 (SSCI, Scopus)
The purpose of this study is to examine in depth the experiences of teachers regarding the sexual development and inappropriate sexual behaviors of students with intellectual disabilities who are enrolled in special education. Our study was conducted in Bingöl province, located in eastern Türkiye. Conducted using a qualitative research design, the study involved semi-structured interviews with 17 special education teachers selected through criterion and maximum diversity sampling, all of whom had at least one year of experience. Our analysis revealed five main themes: inappropriate sexual behaviors, intervention and prevention strategies, emotional and professional challenges for teachers, family attitudes and cooperation, and needs and recommendations. Our findings indicate that unauthorized physical contact, masturbation and undressing in inappropriate settings, verbal harassment, and romantic interest in the teacher are commonly encountered behaviors. Most teachers intervene in these behaviors in an immediate and reactive manner. Planned, evidence-based practices and systematic sexuality/privacy education remain limited. Our results emphasize the importance of delivering sexuality education in a proactive, structured manner based on stakeholder collaboration, rather than reactively. Furthermore, teacher competencies, institutional procedures, and home-school collaboration were identified as important needs. Our research findings conclude by discussing important implications for school-based intervention programs and policymakers.