Dismantling barriers to access: The necessity of cripping sexuality education in Canadian schools
Bibliographic record
Abstract
Despite sexuality education in school contexts being a highly politicized and ideologically fueled conversation, discussions of the specific needs of disabled students are often silenced, in particular for those who might be accessing special education programming. In this paper, we provide a call to action to explicate the crucial importance of addressing both ableist attitudes and constructions embedded within conversations of childhood sexuality and sexuality education, as well as policy and curriculum change to create more inclusive sexuality education approaches for disabled students and learners in Canadian provinces and territories. Many Canadian provinces do not mention disability or accommodations for disabled learners in their sexuality education curricula and all provincial curricula do not currently meet requirements set by internationally governing human rights policies. As such, this paper aims to bring to attention the different ways in which current school-based sexuality education is failing the human rights of disabled learners in Canadian schools and how sexuality education can be rethought through a social justice framework to ensure that the needs of all learners and that systems of inequality, such as ableism and heterosexism, are addressed in school contexts. Specific recommendations for policy and professional practice are provided to direct educators, policy-makers, and curriculum developers towards providing more inclusive sexuality education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.050 | 0.022 |
| Scholarly communication | 0.013 | 0.005 |
| Open science | 0.003 | 0.010 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.008 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".