Addressing LGBT+ Issues in Comprehensive Sexuality Education for Learners with Visual Impairment: Guidance from Disability Professionals

Autor/in	Ubisi, Lindokuhle
Titel	Addressing LGBT+ Issues in Comprehensive Sexuality Education for Learners with Visual Impairment: Guidance from Disability Professionals
Quelle	In: Sex Education: Sexuality, Society and Learning, 21 (2021) 3, S.347-361 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ubisi, Lindokuhle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2020.1803058
Schlagwörter	Foreign Countries; LGBTQ People; Sex Education; Visual Impairments; Students with Disabilities; Course Content; Comprehensive School Health Education; Social Bias; Social Attitudes; Student Needs; Teacher Education; Teacher Attitudes; Cultural Differences; Religious Factors; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kursprogramm; Social attidude; Soziale Einstellung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Kultureller Unterschied; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite public outcry, South Africa has decided to roll out comprehensive sexuality education in schools. Currently, however, there are no scripted lesson plans for teachers of learners with visual impairment. Local literature suggests that the current sexuality education curriculum fails to engage with sexuality diversity and is imbued with notions of compulsory heterosexuality and able-bodiedness, perpetuating homophobia, transphobia and ableism in schools and broader communities. The paper sought guidance from disability professionals on how to best address lesbian, gay, bisexual, transgender and other sexualities' (LGBT+) issues as part of comprehensive sexuality education for learners with visual impairment. Bourdieu's work on doxa, orthodoxy and heterodoxy underpinned the study. Three professionals working with learners with visual impairment were interviewed in a focus group, and one school principal working in a school for learners with visual impairment was interviewed individually. Data were thematically analysed. Pre- and in-service teachers are encouraged not to see comprehensive sexuality education offered to learners with visual impairment as different from that provided to their sighted peers. Professionals urged teachers to accept LGBT+ learners with visual impairment in their dress, expression and embodiment. However, teachers need to be aware of learners' cultural and religious differences. Current lesson plans need to be revisited to safeguard against compulsory heterosexuality and able-bodiedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01