The purpose of this bachelor’s thesis is to investigate school staff's attitudes towards sexual education for young people with disabilities, within special needs education in Sweden. The rhetorical analysis aims to include answers to what school staff members consider to be adequate sexual education, what obstacles and opportunities they see as well as how they experience their own and their students' rhetorical agency. The study was done through a qualitative focus group method and individual interviews, inspired by appreciative inquiry. They were held after RFSU Stockholm hosted a sexual education lesson for the students. The theoretical framework is based on Sonja K Foss and Cindy Griffin's invitational rhetoric, an intersectional understanding of power structures and Karlyn Kohrs Campbell's definition of rhetorical agency. The results, developed through a thematization of the staff's responses, show that the staff have a positive attitude towards sexual education. Significant aspects within sexual education are consent, relationships and identities. The staff are aware of their position of power and that they influence students. It's important for them to have similar common ground in regards to the subject, leading students to gain correct information about HBTQI. They want to increase students' rhetorical agency in relationships, by building up students' self- esteem.