Voices from a TASH Forum on Meeting the Needs of Gay, Lesbian, and Bisexual Adolescents and Adults with Severe Disabilities

Abstract

Gay, lesbian, and bisexual (GLB) adolescents and young adults have been referred to as an invisible group because they cannot be identified by their physical appearance. They have further been called the "invisible of the invisible" because people often do not recognize their own negative attitudes about homosexuality as bias (Chung & Katayarna, 1998). Consequently, the oppression and discrimination that GLB people face is also invisible. As a society, we are aware of the difficulty that the period of adolescence represents for many, yet we tend to ignore the special needs of GLB adolescents as we do the special needs of those with disabilities.The experience of many GLB students is made difficult by conflicts in sexual identity; feelings of isolation and loneliness; fear of stigmatization, rejection, and harassment by peers; and problems with family acceptance (Marinoble, 1998;Muller & Hartman, 1998). The school setting, with its competitive, conformist, and often alienating formal and informal routines, may actually serve to intensify the stress for GLB students. Many experience verbal and physical abuse in educational environments that is often ignored by school personnel (Marinoble, 1998).Moreover, to "escape the hell" that the school environment, community, and home life represents for them, GLB youth are 2 to 3 times more likely than their heterosexual peers to commit suicide (Gibson, 1989). It is speculated that they account for 30% of all teen suicides, which means that GLB adolescents may comprise 1,500 of the 5,000 yearly completed suicides (Gibson, 1989

Creating Safe Environments for Students With Disabilities Who Identify as Lesbian, Gay, Bisexual, or Transgender

“…The standard response of many professionals is to tell students that their behavior is inappropriate between friends and redirect them to act in a different way, without any recognition that those students might identify as LGBT (Blanchett, 2002;LofgrenMartenson, 2008;S. A. Thompson et al, 2001).…”

“…Many educators do not allow students with disabilities to explore any sexuality, often portraying it as something "bad" (Aunos & Feldman, 2002;Blanchett, 2002;Grieve & McLaren, 2008;Lofgren-Martenson, 2008; S. A. Thompson et al, 2001).…”

“…This need for a safe exploration space becomes even more important for students with disabilities, as they must synthesize their identity of disability with their goals and ambitions (Appleby, 2001;Blanchett, 2002). However, they often lack the social and cognitive skills needed to process these questions, requiring instruction and support from special education professionals (Aunos & Feldman, 2002;Dickey, 2004;Gresham, 1997Gresham, , 2001Gresham, Sugai, & Horner, 2001;Johns, Crowley, & Guetzloe, 2005;Lofgren-Martenson, 2008; S. A.…”

Cripping sexualities: An analytic review of theoretical and empirical writing on the intersection of disabilities and sexualities

“…Even fewer studies address the experiences of bisexual disabled individuals (Dworkin, ; Hellemans, Colson, Verbraeken, Vermeiren, & Deboutte, ). Some studies have included disabled bisexual people, but without fully exploring the intersection of disability and bisexuality (Blanchett, ; Edmonds & Collins, ; Hellemans et al, ; Kattari, ). It is worth noting how bisexuality is a marginalized and contested sexuality within queer circles, as some gays and lesbians—as well as heterosexual people—question its very existence and authenticity (Owen, ).…”

“…When these are absent (as they often are), this affects queer disabled people's opportunities to have relationships and to develop a positive sense of self as a queer subject. The absence of a safe and supportive community may also impact their willingness to come out as queer (Blanchett, ; Blyth & Carson, ; Carson & Docherty, ; Corker, ; Dinwoodie et al, ; Löfgren‐Mårtenson, ; Sherry, ). Future studies should look at how queer and disability identities intersect as well as how disabled people experience and negotiate their sexual identities in different ways (Dworkin, ; Kafer, ; Kattari, ; Rainbow Ripples and Butler, ; Schulz, ).…”