one can use the "bathing suit model" to describe
appropriate and inappropriate touch in general
situations. Exceptions for the "bathing suit
model," such as during an examination by a doc-
tor, need to be discussed (Stop it Now!, 2008a).
Due to the nature of visual impairments,
children are commonly accustomed to being
touched. Therefore, it is imperative that these
children understand the difference between ap-
propriate and inappropriate touching. Children
can also be taught through the use of re-enacting
scenarios to illustrate when and how it is permis-
sible to say "no" to adults. This instruction can in-
clude scenarios focusing on when to divulge se-
crets to trusted adults as well as scenarios on
how to prevent deception by various means such
as accepting gifts or other intangible rewards (i.e.
love, attention, acceptance, etc.) in exchange for
participation in forbidden sexual activities (Stop It
Now!, 2008a).
Additionally, the materials used in sex edu-
cation should be adapted for meaningful instruc-
tion for children who are blind or visually im-
paired. Because of space limitations, this topic is
not addressed here. Refer to the
"Recommendations for Sex Education for Visually
Disabled Students" written by Gaylen Kapperman
and Stacy Kelly, appearing in the April/May 2013
issue of the Journal of Visual Impairment and
Blindness (Kapperman & Kelly, 2013) where the
authors describe in detail appropriate adaptations
for sex education for visually impaired students.
Conclusion
Researchers indicate children with disabili-
ties are at greater risk of being victimized by pe-
dophiles than are their non-disabled peers. Little
has been published regarding victimization of
children with blindness or visual impairments. The
authors believe that one is warranted in making
the assumption that children with visual impair-
36
