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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.
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]
Copyright of Children & Society is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Sexuality education for disabled children and youth in Ontario, Canada: Addressing epistemic injustice through school‐based sexuality education.
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  Data: 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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  Data: <i>Copyright of Children & Society is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/chso.12843
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 18
        StartPage: 165
    Subjects:
      – SubjectFull: Education of children with disabilities
        Type: general
      – SubjectFull: Child welfare
        Type: general
      – SubjectFull: Psychology of children with disabilities
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Sex education
        Type: general
      – SubjectFull: Equality
        Type: general
      – SubjectFull: Sex education for teenagers
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Discrimination against people with disabilities
        Type: general
      – SubjectFull: School health services
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Access to information
        Type: general
      – SubjectFull: Ontario
        Type: general
    Titles:
      – TitleFull: Sexuality education for disabled children and youth in Ontario, Canada: Addressing epistemic injustice through school‐based sexuality education.
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            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
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              Value: 40
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