Human society has undergone many shifts and changes at structural and functional levels. The hierarchical structure which exists in the society is the root cause of discrimination among different groups and communities. Groups who are at the lower end are powerless and face discrimination in almost every domain of society. Such marginalization can occur due to gender, ethnicity, disability, caste, class and many more such constructs. The struggle of Girls with Disabilities (GwD) to access and participate in the educational domain remains an issue of great concern for disability activists and researchers. The purpose of this study was a) to explore and understand the lived experiences of GwD in their struggle for education through the lens of the Social Model of Disability (SMD) and b) to identify the issues, concerns, and challenges that GwD face due to their doubly marginalized identities-one based on disability and other on gender, by using the ‘case study’ research method. Themes emerging from the study are (a) socio-cultural issues and disability identity, (b) peer interaction in an educational setting, (c) access and participation in formal educational institutions, (d) gateways of empowerment, and e) structural access and assistive facilities. The findings indicate how policymakers can enhance access and the quality of participation of GwD in educational institutions.

中文翻译：

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性别与残疾：双重边缘化

人类社会在结构和功能层面上经历了许多转变和变化。社会中存在的等级结构是不同群体和社区之间歧视的根源。处于低端的群体无能为力，几乎在社会的每个领域都面临歧视。这种边缘化可能由于性别、种族、残疾、种姓、阶级以及更多此类结构而发生。残疾女童 (GwD) 争取和参与教育领域的斗争仍然是残疾活动家和研究人员非常关注的问题。本研究的目的是 a) 通过残疾社会模型 (SMD) 的视角探索和了解 GwD 在教育斗争中的生活经历和 b) 确定问题、关注点，以及 GwD 由于双重边缘化身份而面临的挑战——一个基于残疾，另一个基于性别，通过使用“案例研究”研究方法。研究中出现的主题是 (a) 社会文化问题和残疾身份，(b) 教育环境中的同伴互动，(c) 进入和参与正规教育机构，(d) 赋权途径，以及 e) 结构性访问和辅助设施。调查结果表明政策制定者可以如何提高 GwD 参与教育机构的机会和质量。(c) 进入和参与正规教育机构，(d) 赋权途径，以及 e) 结构性访问和辅助设施。调查结果表明政策制定者可以如何提高 GwD 参与教育机构的机会和质量。(c) 进入和参与正规教育机构，(d) 赋权途径，以及 e) 结构性访问和辅助设施。调查结果表明政策制定者可以如何提高 GwD 参与教育机构的机会和质量。