After the social model: young physically disabled people, sexuality education and sexual experience

Abstract

ABSTRACT The education of those living with impairments has been reshaped by the social model of disability in Western societies. Disabled New Zealanders are now educated with their able-bodied peers in a ‘socially inclusive’ school system. Sexuality Education [SE] that addresses the needs of these students has been mandated by government guidelines since the early 2000s, however, schools have failed to provide SE inclusive of diverse bodies and experiences. This was a peer research project using indepth interviews with young people living with congenital physical disability and a gender focused analysis. The social model emphasis on removing societal barriers created important opportunities for them. Education within mainstream schools, however, has failed to support the creation of a positive disabled identity. This has reinforced the absence of representations of disability in school SE, with a negative impact on young people’s negotiation of disability as part of their sexuality and sexual experiences following secondary school. The findings highlight the contribution quality SE could make. A two-strand approach is recommended: providing young people with individual disability specific sexuality information through the disability community and the medical profession; and ensuring representation of people living with impairments and other diverse groups in all school SE.