Angela Magnanini
Since the late 1990s, the topic of sexual assistance for people with disabilities has garnered substantial attention at an international level, becoming a focal subject of numerous studies and investigations. Scholars such as Earle (1999), Tepper (2000), Shakespeare (2000), and Waxman Fiduccia (2000) have highlighted the pervasive taboos and silence surrounding sexuality and disability. In recent years, this intersection has emerged as a significant issue of social justice, as emphasized by Shuttleworth (2007). The perspective has shifted from a predominantly medical viewpoint to a more inclusive social and cultural framework (Tepper, 2000). This study endeavors to integrate pedagogical insights with findings from sociological, psychological, and political research to elucidate the role of the sexual assistant, which is receiving increased legislative attention in Italy. A recent bill aims to regulate this role to promote 'healthy sexuality and psycho-physical well-being of people with disabilities' (Parliamentary Acts, n. 1442, 9 April 2014), mirroring regulations in other European nations. The study proposes a comprehensive sex education model for individuals with disabilities, reflecting on socio-cultural, political, and pedagogical dimensions. The research culminates in project guidelines informed by pedagogical literature (Mannucci, 2002; Gelati & Malignano, 2003; Castelli & Mariani, 2005; Goussot, 2008; Lascioli, 2013; Castelli, Cereda, Crotti, Villa, 2013).