Why is this research important?

Canadian schools often miss out on addressing the needs of disabled students in sex education discussions. This article highlights this big gap. While lots of people argue about what should be taught and when, the unique challenges of disabled students get ignored. The main issue is that disabled students aren’t being heard in sex education discussions as their needs are under-researched and under-funded. The debates are increasingly politicized meaning the real needs of these students get overlooked. This isn’t just a school problem; it’s also a human rights issue. Many Canadian provinces’ sex ed lessons aren’t following international rules about treating everyone fairly. Additionally, the current lessons don’t consider the different experiences of disabled students, especially those who might also identify as LGBTQ+. These students face double the challenges and often feel left out. This research calls for a change, so all students’ experiences and backgrounds are considered in sex education.

The writers use the term ‘cripping’ to suggest ways to dismantle current sexuality education barriers that exist in curricula and systems, emphasizing that students are limited by ableism.

Research Findings

Key findings from the article identified:

  • Inadequate Human Rights Protection: Current sexuality education fails to ensure the human rights of disabled students, including the right to accessible and inclusive education.
  • Discrepancy with International Agreements: Despite Canada’s international commitments to human rights, there is a noticeable gap in implementing these principles, especially in sexuality education for disabled students.
  • Debates Creating Divisions: Debates surrounding sexuality education often prioritize parental concerns over the specific needs of disabled students, resulting in the marginalization of this group.
  • Exclusion Due to Societal Barriers: Disabled students face exclusion from comprehensive sexuality education due to societal barriers such as stigma, ableist discrimination, and segregation.
  • Lack of Inclusion in Curricula: Provincial sexuality education curricula typically do not address disability or its intersection with sexuality and gender, leaving disabled students without tailored educational content.
  • Vulnerability to Sexual Health Risks: The absence of comprehensive sexuality education makes disabled students more vulnerable to sexual health risks due to a lack of knowledge and tools.
  • Rigid Notions of “Normal”: Schools often adhere to narrow definitions of “normal,” unintentionally excluding disabled LGBTQ+ students and hindering their sense of belonging and acceptance.

Practical Implications

Canadian schools must take proactive steps to include disabled students, their parents, and advocates in shaping inclusive sexuality education programs. This involves ongoing teacher training on disability and sexuality to ensure that every student receives an inclusive education. Creating a safe and open learning environment is crucial, supported by provincial and local governments investing in research and tailored resources for inclusive sexuality education.

To continually improve, schools should employ feedback mechanisms like surveys and collaborations with organizations knowledgeable in disability rights and sexuality. Recognizing and addressing the unique challenges faced by disabled LGBTQ+ students is vital, and educational materials should reflect positive diversity while challenging stereotypes.

Incorporating topics on disability, sexuality, and gender in sex education is not just a curriculum requirement but a fundamental human right. Teachers should have the necessary resources for effective delivery, and opportunities for refinement should be embraced, even in the face of challenges like the COVID-19 pandemic. Ultimately, the goal is comprehensive sex education that respects the needs and rights of all students, with a particular focus on disabled learners.

REFERENCES

Davies, A.W.J., Bryan, M.K., Martin, T., Shay, B., Akers, T., Soud, R., Neustifter, R. (2023). Dismantling barriers to access: The necessity of cripping sexuality education in Canadian schools. The Canadian Journal of Human Sexuality 32(1), 1-19. https://www.muse.jhu.edu/article/895199. doi.org/10.3138/cjhs.2022-0031 19 Dismantling barriers to access ©