ABSTRACT
Even teachers and educators who feel comfortable delivering lessons in comprehensive sex education will likely have to navigate “community-based obstacles,” often in the form of administrators and parents. In fact, in many instances, teachers and educators must first persuade colleagues and administrators that integrating a comprehensive sex education into the special education classroom is important. Chapter 3 helps teachers make this case by aligning comprehensive sex education with advocacy. The chapter then provides teachers and educators with strategies for inviting administrators and parents to view themselves as important partners and advocates in students’ sex education. The chapter offers methods for and examples of building administrative support. It also discusses methods for proactively communicating with parents the explicitly comprehensive nature of a comprehensive sex education curriculum, and provides sample materials to this end.
