Sexuality education for disabled children and youth in Ontario, Canada: Addressing epistemic injustice through school‐based sexuality education.
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| Title: | Sexuality education for disabled children and youth in Ontario, Canada: Addressing epistemic injustice through school‐based sexuality education. |
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| Authors: | Davies, Adam (AUTHOR), O'Leary, Samantha (AUTHOR), Prioletta, Jessica (AUTHOR), Shay, Bronte (AUTHOR), Bryan, Malissa (AUTHOR), Neustifter, Orion (AUTHOR) |
| Source: | Children & Society. Jan2026, Vol. 40 Issue 1, p165-182. 18p. |
| Subjects: | Education of children with disabilities, Child welfare, Psychology of children with disabilities, Social justice, Sex education, Equality, Sex education for teenagers, Students with disabilities, Discrimination against people with disabilities, School health services, Psychosocial factors, Access to information |
| Geographic Terms: | Ontario |
| Abstract: | While conversations pertaining to school‐based sexuality education are becoming more prominent, the experiences of disabled children and youth are still under‐discussed in research. Despite disabled childhood studies emerging as a field of inquiry, there is still a lack of critical conversation pertaining to disabled students' sexuality education within their respective schooling. This article draws from Fricker's theory of epistemic injustice to describe some of the ethical questions that arise in the denial of disabled children and youth's access to sexuality education in school contexts. By engaging with relevant literature on sexuality education and disabled students in schooling, this article puts forward that the continual exclusion of disabled students from accessing school‐based sexuality education promotes a form of epistemic injustice and silencing of the voices, perspectives and experiences of disabled students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | While conversations pertaining to school‐based sexuality education are becoming more prominent, the experiences of disabled children and youth are still under‐discussed in research. Despite disabled childhood studies emerging as a field of inquiry, there is still a lack of critical conversation pertaining to disabled students' sexuality education within their respective schooling. This article draws from Fricker's theory of epistemic injustice to describe some of the ethical questions that arise in the denial of disabled children and youth's access to sexuality education in school contexts. By engaging with relevant literature on sexuality education and disabled students in schooling, this article puts forward that the continual exclusion of disabled students from accessing school‐based sexuality education promotes a form of epistemic injustice and silencing of the voices, perspectives and experiences of disabled students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09510605 |
| DOI: | 10.1111/chso.12843 |
