The recognition of people with disabilities’ right to sexuality education has generated the design and implementation of educational programs. To which values and beliefs do professionals refer in order to plan sexual education? A critical analysis of current dominant approaches is offered to contribute to their progress and transformation. To overcome the limits of the objectivist and paternalistic approaches, it is suggested that a new paradigm based on participatory and subjectivist perspectives be adopted. The renewal of sexuality education could proceed by «remodeling», thus enriching and expanding existing practices.