| Sumario: | AbstractThis study explored the sexual education needs of Chinese girls with autism from their parents’ perspective. Grounded in feminist disability theory, we employed a phenomenological research design and conducted in-depth semi-structured interviews with 15 parents (9 mothers, 6 fathers; Mage = 42.5 years) of girls with autism (Mage = 12.3 years). Reflexive thematic analysis revealed four key themes: unique sexual education needs of girls with autism, dilemmas and struggles faced by parents, gaps in and expectations for social resources, and parents’ insights and experiences in education. These findings highlight how gender and disability intersect to shape sexual education experiences. The study underscores the urgent need for targeted resources, professional support, and application of feminist disability perspectives in research and practice to promote sexual health rights of this group. We discuss implications, limitations, and future research directions, contributing to the limited literature on sexual education for girls with autism in China.
|
|---|