| چکیده |
Eight papers focus on sex education for deaf students. R. Davilla ("Sex Education from the Deaf Perspective") suggests that sex education is not the responsibility of any one group, but that special educators have a special responsibility in this area. D. Fitz-Gerald and M. Fitz-Gerald cite barriers facing deaf persons in receiving sex education and assert that "Deaf People Are Sexual, Too!" The Fitz-Geralds then consider (in "Behind the Times") the role of the parents and the residential school in providing sex education to deaf students. Among the "Sexual Implications of Deafness" considered in a fourth paper (D. Fitz-Gerald and M. Fitz-Gerald) are the impact of residential schools and the difficulties of understanding such abstract concepts as maleness and femaleness. D. Fitz-Gerlad, M. Fitz-Gerald, and C. Williams consider the status of teacher preparation in "Sex Educator: Who's Teaching the Teacher Sex Education?" They review a survey of teacher training programs that highlighted a need for more in-depth training. A sixth paper reviews results of a sex education survey of residential facilities for the deaf. The Fitz-Geralds summarize responses that indicated one out of three residential programs offered no sex education as a specific course, "Human Sexuality and the Handicapped Child," by D. Fitz-Gerald and M. Fitz-Gerald, traces normal sexual development and comments on the professional's role in fostering healthy sexuality for deaf persons. The final paper, "Parents: A Child's First Sex Educator," by M. Fitz-Gerald, emphasizes the parents' critical role. (CL)
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