Dismantling the Dual Myths of Asexuality and Hypersexuality

The fallacy of asexuality or the stigma of being angelic

Historically, societal perceptions of functional diversity have been skewed by paternalistic views that reduce individuals to the category of being infantilized.

This phenomenon perpetuates the unfounded belief that individuals with motor, sensory, or cognitive conditions lack erotic impulses, emotional needs, or the capacity to desire and be desired.

By labeling them with the stereotype of the pure or angelic being, their erotic dimension and their intrinsic right to pleasure are systematically rendered invisible.

This dehumanization not only denies the subject’s bodily dimension but also restricts their holistic development by depriving them of spaces for intimacy, access to emotional and sexual education, and emotional autonomy.

Dismantling this stigma requires recognizing that the capacity to feel and form emotional bonds is a biological and social constant inherent to the human condition, regardless of any functional or physical characteristics a person may have in their daily life.

The Pathologization of Hypersexuality as an Uncontrollable Impulse

At the opposite extreme of this myth lies hypersexualization, a distorted perspective that interprets any physical expression by this group as pathological, aggressive, or inappropriate behavior.

Everyday, harmless actions, such as genital self-exploration or the spontaneous seeking of affection, are often unfairly labeled as uncontrolled impulses stemming from the disability itself.

This biased view alarms family and institutional environments, leading to punitive responses, unjustified isolation, or the excessive use of anaphrodisiac drugs to suppress libido.

However, these expressions do not constitute personality flaws or actual hypersexuality, but rather natural manifestations of eroticism that suffer the consequences of a lack of education regarding the private sphere.

The absence of adequate spaces for intimacy and the lack of educational guidance lead to natural expressions manifesting in inappropriate settings, which are mistakenly interpreted as a threat or a very serious behavioral disturbance.

A Pedagogical and Human Rights Approach to Counteracting Prejudice

Dismantling these two extreme positions requires grounding the intervention in the Social Model of Disability and the human rights paradigm.

Sexual and emotional education must steer clear of both stifling overprotection and punitive sanctions.

It is essential to establish a pedagogy based on adapted education, using accessible channels that allow for the differentiation between public and private contexts.

Likewise, it is imperative to guarantee the right to privacy by providing safe spaces where individuals can exercise their bodily autonomy without judgment.

Normalizing behaviors involves replacing punishment with professional support, teaching individuals to channel their desires within shared social boundaries.

Recognizing the sexuality of people with functional diversity as a diverse, fulfilling, and