What problems does the construction of masculinity or femininity pose for disabled students?
As I have just indicated, the first ‘construction’ problem posed for students with disabilities (often literally a construction problem in the form of various barriers) is the more primary one of the ‘construction of humanity’. In the Action Plan the word ‘girl’ is not automatically taken to include a girl who has a disability: she must have a separate section. This means that her experiences as a ‘girl at risk’ or ‘sexually harassed girl’, or ‘NESB girl’, or ‘girl living in poverty’ may be subsumed by policy-makers to what appears to them to be the more alluring attribute. Her needs-to find herself reflected in the books she reads, to have puberty recognised as a significant time in her life (perhaps, if you asked her, more significant than learning how to walk or mastering another activity of daily living), to receive counselling for the disturbances of her parents’ marriage or protection from her uncle’s sexual assaults, to experience her own ambitions as interesting and her own soc
Related Questions
- DOES THE GRAMMAR KEY RECOGNIZE THE SPECIAL PROBLEMS ASSOCIATED WITH LEARNING DISABLED STUDENTS OR LEP (LIMITED ENGLISH PROFICIENCY) STUDENTS?
- Does Rhode Island College provide assistance to disabled students who require accommodations on nationally certified exams?
- What problems does the construction of masculinity or femininity pose for disabled students?
