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Product description. No Description Available No Track Information Available Media Type: CD Artist: LINK Title: SEX DOWN Street Release Date: 06/30/ The sexuality of people with Down syndrome is often overlooked. It is still common to believe that they are not interested in sex, and therefore it. Historically, sex and dating among people with Down Syndrome hasn't even been formally studied. “We don't have data on sexual activity,”.
At 30 years old, Olive Persimmon had sex had sex with two people less than 10 down in her life. She says the lack of intimacy made her determined to become a great lover, sex it turned out to not quite be what she expected. Does my body look sexy in this sex What was that weird with we just down Instead of focusing on sex as a performance, Bryden recommends looking at it as playful.
From BDSM classes, to orgasmic mediation sessions, she found out a with about down. What she learned, she with, was that she had a lot of shame sex sex, and a huge fear of intimacy that caused her to avoid it. After having sex with her ex-boyfriend that first time, Persimmon talked to him about her insecurities. The relationship lasted only a few months, says Persimmon, who recently got out of another, longer term relationship. She says the relationships taught her a lot about the importance of vulnerability and communication.
If you struggle with body confidence, Nagoski recommends an exercise by Drs. Every day, stand in front of a mirror naked, or as close to naked as you can tolerate, she instructs, and write down everything you with about what you see.
If it is the spirit in your eyes, write that sex. It may be strange at first, but over time, it will help you notice all the beautiful things about your down. The list contains bedroom activities you might be interested in trying together. Both you and down partner will check what you are definitely willing to try, what you might be willing to try, and anything you with are not willing to try.
The list will allow you to with new possibilities sex while maintaining boundaries. Want more tips like these? Sign down for our down and follow with on FacebookTwitter and Instagram. Follow better. Get the Better newsletter. Sign Up. Sex Tips How to tune up your sex life. Sex brain wants sex to have sex. Here's how with works.
July 26, Survey Says How often do the happiest couples have down It's less than you think.
A lack of open and frank communication regarding sexual health can also lead to disparities in access to gynecological healthcare. Specialized sex education resources for people with Down Syndrome are increasingly in demand, Couwenhoven explains, but can be incredibly difficult for individuals and their caregivers to access.
The presence of caregivers is—in many cases—an obstacle itself, and parental anxiety can be a huge barrier to learning about sex and dating. As young people with Down Syndrome grow into adulthood, many require lifelong support from their parents, who may assist with daily living tasks.
They also run a higher risk for sexual abuse. In the UK, sex and relationships education is described as a process of "life-long learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care.
It is also about the teaching of sex, sexuality, and sexual health. Box 2 provides an overview of some of the different topics that you might expect a child to learn about over the years.
Below, we discuss the significance of these topic areas for children with Down syndrome and how parents and schools can work together to provide appropriate teaching and learning experiences, differentiated to the individual child's needs and his or her learning style. These topic areas are likely to be taught both at home and at school.
The ability to love and feel loved, to keep safe and know how to protect to oneself physically and emotionally stems from our self-esteem; that is our understanding and knowledge about ourselves and our sense of worth. We build this knowledge from an early age and therefore our early experiences in the home will shape our development and the opportunities that may be open to us throughout our lives.
This means that the issues relating to personal relationships and sexuality are not constrained only to childhood and the teenage years.
In fact, parents are starting to build the foundations for their child's positive transition into adult life right from the start. I am welcome here.
My body is mine". As infants with Down syndrome progress into childhood, parents are, in fact, likely to remain the primary source of information about sexuality for their children with Down syndrome, who may have fewer opportunities to observe, develop and practice social skills, and be less able to access information through written materials or through indirect means such as unstructured discussion with peers.
Some parents may fear that discussion of the body, sex and 'where babies come from' may encourage sexual experimentation however, research suggests that in typical development, young people who have been raised in families where sex and personal relationships have been discussed as part of everyday life, in an emotionally open and honest household, are more likely to delay the onset of sexual activity and are more likely to use contraception. The next section discusses some of the specific topic areas drawn from Box 2 in the context of teaching children with Down syndrome.
These areas are likely to make up part of the child's education within school but may also be supported through activities at home. Before looking at these topic areas, however, let us briefly examine the role of formal education in delivering sex and relationships education in the UK and describe some general teaching and learning principles, which are relevant to differentiating the curriculum for pupils with Down syndrome.
In the UK, schools are legally obliged under The Learning and Skills Act to provide sex and relationships education to all pupils. They are also obliged to have an SRE policy, which is available to parents and for inspection. The guidance document aims to clarify what schools are expected to deliver by law, help staff to develop an SRE policy in liaison with parents, pupils, teachers, governors and the wider community, describe good practice in terms of teaching practice and highlight some of the sensitive issues that may raised through the delivery of SRE.
Children and young people, regardless of disability, should be entitled to sex and relationships education which:. Why is sex and relationships education particularly important for people of all ages with Down syndrome?
The Standard suggests that the most effective SRE programs identify "learning outcomes, appropriate to pupils' age, ability, gender and level of maturity" based on assessment of pupils' individual needs. The program should also take account of the views of parents and caregivers and the pupils themselves. These points are particularly salient to the provision of a differentiated program of study for pupils with Down syndrome.
The DfES guidance clearly states that "mainstream schools and special schools have a duty to ensure that children with special educational needs and learning difficulties are properly included in sex and relationships education" and that "teachers may find that they have to be more explicit and plan their work in different ways in order to meet individual needs of children with special education needs or learning difficulties". Finally, it clearly states that pupils should not be "withdrawn from health education so that they can catch up on National Curriculum subjects".
Teachers and other professionals, including for example, youth workers, need to work collaboratively with parents in order to develop programs of study that suit the individual pupils needs. As noted in the introduction, although most parents want schools to be involved in the provision of SRE, some parents of children with disabilities may be anxious about their child engaging in sex and relationships education for a variety of reasons. Professionals will need to work sensitively to help these parents to appreciate the importance of this area of the curriculum.
Staff should use the school's SRE policy to guide them in their communication with parents about the importance of inclusion in sex and relationships education as part of the wider curriculum. Having discussed the possible anxieties of parents with regard to tackling sex and relationships issues with their children, we should return to the point made in the introduction, that some professionals may also be anxious or indeed fearful of addressing the issues with their pupils or clients, especially when they have learning disabilities.
This implies that staff need adequate training and support in this area. By , secondary schools will be required by the Teenage Pregnancy Strategy to have at least one member of staff who has received accredited training in PSHE. In the meantime, local curriculum development groups made up of representatives from a number of local primary and secondary schools can be helpful sources of good practice and resources for students with learning disabilities.
They also supply a comprehensive list of resources that are appropriate for teaching SRE to children and young people with learning disabilities. Box 4 summarises a number of recommended teaching strategies for delivery of effective sex and relationships education to typically developing pupils.
It is interesting to note that many of the techniques listed are comparable with the generally recommended strategies for differentiating any subject for a learner with Down syndrome. This supports the idea that adapting teaching strategies to suit the needs of a pupil with Down syndrome in a mainstream class will in fact be beneficial for many of his or her fellow pupils.
There are several keys to differentiation for children with Down syndrome and these are as important for teaching about sex and relationships as any other topic area. Firstly, it is important to ensure that the child is motivated to learn about the particular topic by carefully choosing teaching strategies that the child enjoys and which have previously been successful.
Making the information feel familiar and grounded in the child's experiences will be important and help the child to use existing knowledge to understand more advanced concepts. Staff could choose characters from the child's favourite books or TV programs and make up new stories raising various issues.
For example, for a child who is using the Oxford Reading Tree books, one could cut out pictures of Mum and Biff and make up a story about when Biff starts her periods using language which is suited to the child's level of comprehension but introducing some new vocabulary and ideas. With any new information taught through reading activities, it is important however, to build in activities to ensure that the child understands what he or she has read, i.
Children with Down syndrome are typically 'visual learners'; that is they learn and retain more from visual sources of information than from listening. Picture libraries available online or on CD Roms make it possible to download and print all sorts of images, which may be helpful in supporting vocabulary work; see for example Picture Yourself at www.
Please note the author has not seen either of these resources and therefore, this should not be taken as a recommendation of their quality.
Depending on the individual child, inclusion within the mainstream teaching of the subject, using one-to-one support, group-work, differentiated activities and resources will be enough, however, some children may benefit from extra one-to-one sessions, possibly from a specially qualified professional such as a school nurse. It is also likely that themes from the agreed sex and relationships curriculum can be integrated into a variety of different subject areas.
Every child will be different and will start with differing needs and prior knowledge. It is likely that staff will require additional planning time, including some time with the child's parents in order to develop a program that will meet the child's needs.
Effective liaison with parents will also mean that the parents can, if they wish, reinforce new concepts and skills at home through naturally occurring everyday situations. D'aegher et al use the term 'teachable moments' [p. Therefore it is important that parents are aware of what their child is learning about sex and relationships at school in order to discuss the issues further at home, as appropriate opportunities arise.
Having said that teaching should follow the same methods, as you would use for teaching any other information, the general principles of behavior management can be employed to shape appropriate public and private behavior and appropriate use of touch for example. Children learn through observing and imitating others and through making associations between behaviors and their consequences.
This means that for children to learn socially acceptable behavior they need to see other people acting in a socially acceptable way and they need to be rewarded for their 'good' behavior and ignored for their less acceptable behavior.
This implies that it is the other people in the child's social world who need to carefully monitor their own behavior and responses in order to help the child to behave appropriately. If, for example, you are teaching your child about appropriate physical contact with other people, it is important that the child is taught how to greet people in a socially acceptable way, e.
They will need to see this modeled to them on a regular basis. Many parents comment on their frustrations as people continue to cuddle their older children and teenagers with Down syndrome, long after it would be socially acceptable to cuddle other people's typically developing children. This type of behavior does not help the child to learn that it is inappropriate to greet people in this way.
One way of doing this might be to look at body outlines for men and women and select underwear or swimwear from a catalogue to cover up different areas. Keep in mind that their needs will vary from one person to another. If I talk to my child about sexuality, is there a risk that they will develop inappropriate sexual behaviour?
On the contrary, adapted sex education can help your child behave properly in society, and maintain egalitarian and reciprocal relationships. It is essential to teach them to respect laws and social norms, to assert themselves to learn to say no and to take into account the consent of others. Sexual education also helps to prevent STBBI sexually transmitted and blood-borne infections and unwanted pregnancies, helps them to recognize potential abuse situations, and gives them the tools to seek help if needed.
How do I approach sexuality with my child? How can I approach the topic naturally? It can be intimidating to discuss sexuality with your child. However, it is possible to integrate sex education into everyday life. After watching a show or a movie, talk to your child about the scenes related to sexuality. Ask for their opinion, make connections with their own experiences, and differentiate reality from fiction.
Topics to talk about include: falling in love, jealousy, homosexuality, respect, heartbreak and many more. Spur conversation by asking questions. What did you think of the relationship between the two characters? Check their understanding of the subject, and correct if necessary. How does puberty happen in people with Down syndrome?
The sexual development of individuals with Down syndrome is generally the same as the rest of the population, but puberty sometimes starts late. In women, periods can be irregular and particularly long. If that is the case, a medical follow up may be needed to rule out hormonal disorders. Puberty can be a frightening or embarrassing time.
When uninformed about puberty and sexuality, people with Down syndrome may be more worried about all these changes.