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Abstract
This research investigated and challenged the persistent societal misconception that individuals with intellectual disabilities (ID) are not sexual beings—a belief that continues to restrict their opportunities for romantic and sexual expression. Such assumptions not only marginalize people with ID from fundamental aspects of human development but also contribute to their exclusion from critical educational resources, media representations, and public dialogue. The study aimed to shift this narrative by exploring how individuals with ID could be meaningfully included in conversations about sexual rights and what support caregivers might need to confront and reframe their own beliefs. At the heart of the findings was the influential role caregivers and parents play in either reinforcing or dismantling these restrictive perspectives. Through a structured, participatory intervention, the study engaged caregivers in critical reflection and dialogue, prompting many to adopt more affirming views of sexuality and autonomy for individuals with ID. The data indicated that many caregivers experienced measurable growth in both knowledge and attitudes, aligning with Mezirow’s theory of transformational learning. However, the study also revealed that individual-level change is only part of the solution. To create lasting impact, broader systemic and cultural shifts are essential. These include the implementation of inclusive sex education, improvement in professional training, and active efforts to dismantle societal stigma. Ultimately, the research underscored that individuals with ID have the right to safe, consensual, and fulfilling relationships—experiences fundamental to dignity, agency, and overall well-being. This work supports ongoing efforts to affirm the rights, autonomy, and full inclusion of people with disabilities in all areas of life.