courage dignified and respectful treatment of eve-
ryone" (FOSE, p. 35).
What Teachers Can Do
Therefore, as educators we need to include
the full range of standards and topics in our sex
education and we need to do so beginning in kin-
dergarten and continue throughout high school.
More specifically, we need to provide students
who have visual impairments with accessible
texts, such as 3-D models. We need to offer
hands-on demonstrations with real objects and
explicit discussions that are grounded in the un-
derstanding that our students are sexual beings
and we need to have a respect for diversity in the
ways their sexuality takes shape in their lives.
Such accommodations, however, should be pro-
vided in privacy, among the teacher, the student,
and a witness, preferably of the same gender,
rather than in the mainstreamed classroom
(Kapperman & Kelly, 2013). They may also be
available in but not imposed or limited to the
mainstreamed classroom (Kapperman & Kelly,
2013). Our curricula need to include information
about and directions to service providers in the
local community, including those for LGBTQ peo-
ple. Moreover, we need to teach all students
ways of critically analyzing information, electronic
and otherwise, and safe and savvy ways of navi-
gating the internet.
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