Relationships, Intimacy and Sexuality in Disability Support

Relationships and sexuality are a natural part of adult life. This lesson explains why people with disability have the same rights as everyone else to friendships, dating, intimacy, marriage and sexual expression, and how those rights have often been ignored. Key points: sexuality is about identity, connection and wellbeing, not only sex; people with disability have often been treated as childlike or not sexual; overprotection can cause loneliness and leave people without the knowledge to stay safe; and our role is to support rights while keeping people safe from harm.

Support workers can play a helpful part in someone's relationships, but the role has clear limits. This lesson explains what you can do and what is outside your role. Key points: you can support people to meet others, attend social events, stay in touch with partners and access information and services; you follow the person's support plan and our policy; you do not take part in any sexual activity, give intimate sexual assistance or make judgements about someone's partner; and when a request is outside your role, you respond calmly and refer it to your team leader.

Privacy and consent are at the heart of safe, respectful support with relationships and sexuality. This lesson explains how to protect a person's privacy and dignity and what consent means in general terms. Key points: knock, ask and give privacy when a person wants it; keep information about someone's sexuality or relationships confidential; consent must be freely given, informed, specific and can be withdrawn at any time; capacity to consent is decision specific and assumed unless shown otherwise; and if you are unsure whether someone can consent, or whether consent was given, tell your team leader.

People sometimes ask their support workers about relationships, bodies or sexual health. This lesson shows how to respond respectfully and help people get good information and services. Key points: stay calm, listen and avoid judgement; use clear, correct and age appropriate words; do not give your personal opinions or advice beyond your role; help the person find accessible information, such as easy read resources; support access to a GP, sexual health clinic or family planning service; and respect the person's cultural and religious background while upholding their rights.

People with disability face a higher risk of sexual abuse, and support workers have a key role in noticing and reporting it. This lesson explains what to look for and what to do. Key points: sexual harm includes assault, unwanted touching, grooming and exposure to sexual material; possible signs include changes in behaviour, fear of a person, injuries and new unexplained gifts; if someone tells you, listen, believe and reassure them; do not question them in detail; preserve evidence; call 000 in an emergency; and tell your team leader straight away, because sexual misconduct and unlawful sexual contact are reportable incidents.

Clear boundaries protect participants from exploitation and protect workers from misunderstandings and allegations. This lesson focuses on boundaries in intimate and personal support. Key points: a sexual or romantic relationship with a participant is never acceptable, even if the participant starts it; the NDIS Code of Conduct requires workers to prevent and respond to sexual misconduct; take care with touch, language, humour, social media and personal disclosures; follow the support plan during personal care; and if a participant develops feelings for you, respond kindly, keep boundaries and tell your team leader.

This case study follows Ella and Marcus, two adults with intellectual disability who met at a dance class and have been dating for six months. They live in different supported living homes and would like Marcus to stay overnight at Ella's home. The lesson explores how workers can support their relationship, privacy and access to good information, how to handle house arrangements fairly, and why decisions go through the team leader rather than being made on the spot. Key points: respect the relationship, support information and privacy, and plan together.

This case study follows Noah, a young autistic man who has met an older man online. The man sends Noah gifts, calls him his special friend and asks him to keep their chats secret and send photos. Noah's support worker notices the changes and Noah shows her a new phone. The lesson explores how to recognise possible online grooming, how to respond calmly and without blame, and why it must be reported straight away. Key points: stay calm, keep Noah safe, do not investigate, and report promptly to your team leader.