While conversations pertaining to school‐based sexuality education are becoming more prominent, the experiences of disabled children and youth are still under‐discussed in research. Despite disabled childhood studies emerging as a field of inquiry, there is still a lack of critical conversation pertaining to disabled students' sexuality education within their respective schooling. This article draws from Fricker's theory of epistemic injustice to describe some of the ethical questions that arise in the denial of disabled children and youth's access to sexuality education in school contexts. By engaging with relevant literature on sexuality education and disabled students in schooling, this article puts forward that the continual exclusion of disabled students from accessing school‐based sexuality education promotes a form of epistemic injustice and silencing of the voices, perspectives and experiences of disabled students.

中文翻译：

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加拿大安大略省残疾儿童和青少年的性教育：通过学校性教育解决认知不公正问题

尽管有关学校性教育的讨论变得越来越突出，但研究中仍然没有充分讨论残疾儿童和青少年的经历。尽管残疾儿童研究正在成为一个研究领域，但仍然缺乏有关残疾学生在各自学校教育中的性教育的批判性对话。本文借鉴弗里克的认知不公正理论，描述了因拒绝残疾儿童和青少年在学校接受性教育而产生的一些伦理问题。通过查阅有关性教育和学校教育中残疾学生的相关文献，本文提出，持续将残疾学生排除在学校性教育之外会导致一种认知不公正，并压制残疾学生的声音、观点和经历。 。