Disability and sexuality�…accepting, acknowledging and affirming

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Establish Session Values

What will make this class a safe space for everyone to talk, share and discuss freely? Talk about things that are close to our heart? Things that bother us to make us sad? How do we want others to behave? How will we behave? How can we make it easy for all of us to understand as well as enjoy these sessions together? Some values - based off behaving - that may support us in sharing and discussing openly are:

Listening to each other with respect

Speaking with respect for each other

Trust each other

Any other value on which we all want to mutually agree?

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Participants make groups of 4-6 persons

Each group:

Why some people are born with disability or develop it later in life

Ability of to care for themselves

Ability to form relationships

Economic activity

Sexuality

Each group presents the definition they have written, and the beliefs they have noted and whether they agree with it or not.

Reproductive rights

Marriage

Contribution to their family

Contribution to society

Group Activity

Session is held after this is completed (Allocate time for this activity according to the time allocated for the session)

…defines disability.

…is given one of the following areas. They have to list the beliefs they have heard of about persons with disability in that area.

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Long term physical, mental, intellectual or sensory impairments which, in interaction with barriers, hinders the full and effective participation in society equally with others.

• It is a complex interaction of biological, psychological and social factors.
• Different lens from which society looks at disability
• Religious model
• Medical model
• Rehabilitation model
• Charity model
• Social model
• Bio-psycho-social model
• Rights based model

Disability

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• Links social and medical models - proposes that disabilities are caused by physical/ biological problems which need medical help.
• Also, society has to include disabled people in social, economic and political activities by supporting and providing them equal opportunities.
• Forms basis for WHO’s ICF: A person's level of functioning as a dynamic interaction between their health conditions, environmental factors, and personal factors.

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Activity limitation: to do with the activities of people and limitations they experience

Participation restriction: to do with the participation in all areas of life, and the participation restrictions they experience

Inhibitors or enhancers: to do with the environmental factors and personal factors which affect these experiences

Bio-psycho-social model of disability

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Source

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• India has seen a shift in the way disability is viewed - from a charity-based model to a rights-based perspective. A paper by TARSHI (2018) talks about how the charity or welfare model of disability views the person with disabilities as the problem and dependent on the sympathy of others to provide assistance.
• According to the rights-based model, all human beings irrespective of their disabilities have rights, which are unchallengeable. This model promotes dignity, self-entitlement and agency of the individual human being, as a holder of rights, not the recipient of any resources, services and aid.

Source

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Rights based model

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UN Convention on the rights of persons with disability-50 articles based on 8 principles:

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Non-discrimination

Full participation and inclusion

Respect for dignity and personal autonomy

Respect for difference and diversity

Equality of opportunity

Accessibility

Gender equality

Respect for evolving capacities of children with disabilities

Rights of Persons With Disabilities

India ratified the Convention in 2007

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• People with disabilities are innocent - like young children
• People with disabilities are asexual
• People with disabilities don’t need Comprehensive Sexuality Education
• People with disabilities have more important things to worry about than sex
• People with disabilities should only marry and have sexual relationships with other people with disabilities.
• People with disabilities should not have children

Sexuality and Disability Myths

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Surrounded by myths and misperceptions - often desexualised / infantilized / hypersexualised

People with disabilities are sexual and can express sexuality in a diverse ways like the non disabled

Having a physical or intellectual impairment doesn’t change sexuality and desire to express it – or the emotions that can go with it

Attitude towards sexuality

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Impact of myths and misconceptions

Comprehensive sexuality education is not provided

Feeling of inadequacy, lack of sexual self esteem and sexual satisfaction

Sexual expression is often punished, controlled or stopped

Vulnerable to sexual harassment and abuse at higher rates

Face unnecessary, often non-consensual medical/surgical interventions

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Menstruation

Obstacles

Lack of sensation

Lack of strength & dexterity

Spasticity

Limited accessibility

Lack of WASH facilities

Challenges faced in terms of management

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Menstrual Management

Supporting in deciding which sanitary product to use like sanitary napkins, sanitary panties, menstrual cups, tampons etc.

Pad Practice

Providing adaptive clothing

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Support with the use of aids like knee spreaders

Support with learning different positions to lessen difficulties if the person is using a wheelchair, have spasticity or there is lack of strength in hands.

Support with the proper disposal of products after the use.

Tracking of periods and symptoms

Premenstrual syndrome management

Adult modeling calm responses

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Etiquettes of interacting with persons with disabilities

Use inclusive language - avoid othering/ distancing/ us vs them

Do not assume that disability is a tragedy

While talking adjust posture to be at eye-level

Make eye contact. Do not avoid/ overlook someone with disability

Ask before helping

Speak to the person directly, not to the caregiver or interpreter

Don't ask questions about a person's disability unless it is brought up by the individual

Don’t lean or hang on someone’s wheelchair or physical aid - they are an extension of personal space

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Terminologies

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Comprehensive sexuality education�

Every child and adolescent require CSE

Can be personalised based on the learning methods by persons with different disabilities

Tools that can be used (eg):

Suvidha kit

Tactile tool kits

Video aids

Anatomical models

Methods and materials must be in accessible formats

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Slide 4

This PowerPoint is part of a project to prevent gender based violence. This project is supported by Ford Foundation.

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Slide 9

Thank You!

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SURAKSHITH APP

Information, stories on personal safety for children.

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BAL SURAKSHA APP

Information on answering children’s questions, managing child sexual abuse.

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STRI SURAKSHA APP

On crimes against women, laws, interventions and healing techniques.

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