2. All people including those with disabilities are sexual beings. Historically, society has not viewed these people as being sexual and today’s society treats them differently. They are often denied sexual health information education about how to function in society and how to be valued as a sexual being (Shade Consulting 2008)

3. One of the primary misconceptions that society holds about human sexuality is that it means the drive to have sexual intercourse…Having a physical sexual relationship may be one facet of our sexuality, but it is not the only one or even the most compelling or important.

4. Sexuality is, in fact, very much a social phenomenon… Thus our sexuality extends far beyond the physical sensations…it is also what we feel about ourselves, whether we like ourselves, our understanding of ourselves as men and women, and what we feel we have to share with others.

5.  Our sexuality does not develop in isolation from other aspects of our identity  What is appropriate sexual behaviour is appropriate social behaviour

6. Although parents are for the most part the primary sexuality educators of their children, the school setting plays a major role in the socialization and sexuality education of children and youth. Here is where the most extensive opportunities to socialize and mix with their peers occurs

7. Copyright 1983, 1993 James Stanfield Publishing Company Santa Barbara, California

8.  Fundamental goal is to create healthy, independent people who have a positive view of sexuality and have respect for themselves and others  Not just about basic facts of life, reproduction, and sexual Intercourse

9.  Protects their safety  Teaches societal expectations and legal rules  Life-long process

10.  Humour  Praise successes  Repetition, Repetition, Repetition  Black & White no grey areas  Learning a new skill – 6 weeks  Replacing one behaviour with another - >6 weeks  Group work (if possible)

11.  Teach a more conservative model  Role play situations  Be a role model  Peers have role to play in accepting or not accepting inappropriate behaviour  Facial expression/body language  Consistency – very important

12.  The CIRCLE Concept is a concrete organizational paradigm that helps students generalize their social learning and awareness across many settings.  CIRCLES defines and clarifies appropriate social boundaries and helps students recognize and practice them.  The CIRCLES program focuses on quality of life and personal safety.

13.  The CIRCLES program addresses the social boundaries of:  Touch  Talk  Trust

14. Purple Private Circle Blue Hug Circle Green Far Away Hug Circle Yellow Handshake Circle Orange Wave Circle Red Stranger Circle

15. Level 1(part 1 & part 2) – depicts who belongs in each circle Level 2 (part 1 & part 2) – applies it to real life situations

16. This circle contains only the self and is the circle on which all other relationships are based (position of power)

17. This circle is reserved for family, boyfriends, and girlfriends. This is the only group where a special type of hugging and kissing is allowed

18. This circle is limited to best friends. It’s appropriate to give people in this circle a hug, but it’s not appropriate to become excessive when showing affection

19. This circle permits touching but limits it to shaking hands with acquaintances upon meeting them

20. This circle includes children and friends. The proper greeting for this group is a friendly wave.

21. This circle includes people who are unfamiliar. Strangers are not to be touched and they should not touch you.

22.  Whole group or individual  Start at the level appropriate for your student/group  Tailor program to meet the student need/boundary issue ( i. e. teach level 1 only or move on to level 2)

23.  Learning new routines  Provide missing information  Coping & adjusting to change  Advancing interpersonal understanding  Aiding the development of appropriate behavious  Providing insight into what other people are thinking & feeling

24.  Short, straightforward descriptions – can add pictures or symbols  Provide details of what a person might expect from a situation  Gives the perspective of others  Describes what may be expected by the person  Written from the individual’s perspective  Written in first person & present tense  Avoid absolute, inflexible phrases –Replace I will/I can with I will try/I will work on

25.  Show video DVD  Discussion  Role Play  Application in real world situations  Situations where boundaries are appropriately crossed (in a cramped hallway, teacher entering space to help student)

26.  Some students may come from different family units (i.e. Students’ blue circle may consist of group home worker rather than parent)  Disclosure issues may arise, be ready to address them appropriately

27.  Parents need to be informed if you are using the Circles program in your classroom  Provide discussion points for parents to have with their child (agendas, letters, e- mails, etc)

28. Watch The DVD Overview Questions