The ‘normal’ physical education classes: the ableism facing the inclusion of disabled students

Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario’s Educational Framework

“…Curricula that robustly challenge misconceptions of inherent asexuality or incapacity for intimate relationships align with studies that highlight minimal differences in sexual behavior between adolescents with and without physical disabilities [72,73]. While students with physical disabilities exhibit comparable rates of sexual activity and contraception use, they may encounter distinct pubertal or hormonal challenges, yet such intricacies are glaringly absent from the curriculum [74][75][76]. This oversight is particularly concerning when discussing hormonal contraceptive use due to potential contraindications with other medications or specific medical needs.…”

“…Such gaps curtail opportunities for representation and positive self-regard and hinder sexual agency among youth [46]. Beyond attitudinal barriers, physical challenges, such as student absenteeism due to health reasons [76] and the inaccessibility of physical education classes for some students [34,77], also pose significant obstacles. Addressing barriers for students with sensory needs, like those who are d/Deaf, hard of hearing, or blind/low vision, through augmentative communication devices can enhance their participation in CSE.…”

Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario's Educational Framework

“…These omissions limit opportunities for representation and positive self-regard, in addition to stifling sexual agency among youth [46]. Beyond mindset, physical barriers also pose challenges for students with disabilities including student absenteeism due to myriad health reasons [50] and the inaccessible nature of physical education classes for some students [21,51]. Addressing barriers to inclusion for students with sensory needs, including those who are deaf/hard of hearing or blind/low vision, for example through the use of augmentative communication devices could enable their participation in CSE.…”