1. Empowering LGBTQ Youth with Disabilities: Identity and Beliefs About the Future Laurie Gutmann Kahn, MSEd James Sinclair, MA University of Oregon Pacific Rim International Conference on Disabilities, 2013 1 PacRim Conference on Disabilities, 2013 Kahn & Sinclair

2. In this Session : Language What we know: shared potential negative risks What we can do: Strategies Where do we go from here: Research Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Youth with Disabilities

3. Transition Outcomes for Youth with Disabilities: Multiple Identities, Multiple Exclusion Young adults with disabilities are not a homogenous group; there are subgroups who face increased barriers and risk factors for youth with disabilities who identify as:. o Youth of color o Female o English language learners o Immigrants o Sexual minorities Very little research exists focusing on young adults with disabilities who identify as LGBTQ PacRim Conference on Disabilities, 2013 Kahn & Sinclair3

4. Negative Potential Outcomes that Could be Transition Barriers for Young Adults With Disabilities who Identify as LGBTQ Community School & Peers Family & Home Individual Remember: Negative potential outcomes are a result of the stigma and discrimination youth with disabilities who identify as LGBTQ face, not any inherent characteristic of identifying that way! PacRim Conference on Disabilities, 2013 Kahn & Sinclair4

5. Potential Negative Outcomes Concerning the Community Context Youth with Disabilities Youth who Identify as LGBTQ Harassment & Discrimination Stereotypes & Stigma Abuse & Violence Underrepresentation in Political and Public Life Limited Role Model Options Poverty Transportation Isolation Under/Unemployment Limited Exposure to Career Development Opportunities Harassment & Discrimination Stereotypes & Stigma Abuse & Violence Underrepresentation in Political and Public Life Limited Role Model Options Homelessness PacRim Conference on Disabilities, 2013 Kahn & Sinclair5

6. Potential Negative Outcomes Concerning the School/Peer Context Youth with DisabilitiesYouth who Identify as LGBTQ Victimization/Bullying Peer Rejection School Dropout Segregation Poor academic performance Limited Career Exploration and Transition Services Victimization/Bullying Peer Rejection School Dropout Low School Belonging Truancy PacRim Conference on Disabilities, 2013 Kahn & Sinclair6

7. Potential Negative Outcomes Concerning the Home/Family Context Youth with DisabilitiesYouth who Identify as LGBTQ Family Isolation Low Family Expectations Barriers to Family Participation in Transition Planning Difficulty Navigating the Special Education System Family Isolation Family Rejection PacRim Conference on Disabilities, 2013 Kahn & Sinclair7

8. Potential Negative Outcomes Concerning the Individual Youth with DisabilitiesYouth who Identify as LGBTQ Low Self-Esteem Low Self-Definition Increased Anxiety Substance Abuse Suicide/ Suicide Ideation Low or Non-existent Vision of the Future Low Self-Esteem Low Self-Definition Depression Increased Anxiety Substance Abuse Suicide/ Suicide Ideation External Barriers to their Future Aspirations PacRim Conference on Disabilities, 2013 Kahn & Sinclair 8

9. What we Know about the Overlap of Identity for Individuals with Disabilities who Identify as LGBTQ Overlap between heterosexism and ableism in schools, homes, and communities (Overt vs. Covert & Intentional/Unintentional): Bullying (example of targeting) Harassment Isolation (example of transportation), Exclusion (example of sex ed) Myths and stereotypes Conflicting identity development Disability Identity/ Sexuality Identity Vocational Identity PacRim Conference on Disabilities, 2013 Kahn & Sinclair 9

10. Strategy #1: Be an Ally An ally is a person with privilege on a particular axis who makes a conscious choice to actively work against oppression on that axis. Demonstrate inclusive practices and language Speak out against statements and jokes that target disability or sexual identity. Remember its actively working on their terms, not yours (with them, not for them). Don’t assume their disability and sexual identity is the most important part of their identity Be mindful of disclosure, even with good intention When in doubt, ask!!!! Examine your own assumptions & stereotypes PacRim Conference on Disabilities, 2013 Kahn & Sinclair 10

11. Strategy #2: Be a Bully/Harassment Watchdog Teach RESPECT Learn how to respond Advocate for comprehensive and specific bullying policies in your school or organization. Be aware of your student’s environment Know that bullying is considered harassment when it is based on race, ethnicity, sex, gender, or disability. Be aware that difficulty focusing or absenteeism from class might be a direct result of peer victimization. PacRim Conference on Disabilities, 2013 Kahn & Sinclair 11

12. Strategy #3: Expand the Role of the IEP Include Goals to Address: Social skills goals Transition goals Transportation goals Include Accommodations: Accommodated sexual education/health education Provision of trainings for professionals Availability of safe spaces Provision of related services PacRim Conference on Disabilities, 2013 Kahn & Sinclair12

13. Strategy #4: Advocate for the Inclusion of Students with Disabilities and LGBTQ Students in All Groups Students could face rejection from either the queer community or the disabled community leading to isolation and the internalization of low-self worth. Encourage staff and student leaders of groups such as Gay Straight Alliances (GSAs) to be inclusive of students with disabilities. –Transportation, visibility, etc. Collaborate with other student led groups PacRim Conference on Disabilities, 2013 Kahn & Sinclair 13

14. Strategy #5: Encourage and Support Youth to Explore the Strengths Associated with their Identity Flexibility Self-Advocacy Support Networks Identity Development Activism PacRim Conference on Disabilities, 2013 Kahn & Sinclair14

15. Strategy #6: Use a Critical Eye/Ear when Choosing Transition Materials or Career Development Activities Look at the language or assumptions of the materials you use with students. –Examine for bias (Overt and Covert) Examine the environment and context –Workplace climate –Identifying allies PacRim Conference on Disabilities, 2013 Kahn & Sinclair 15

16. Strategy # 7: Including Parents and Families Remember: although parent participation is immensely important, transition is primarily about the student and their needs and goals. Possible parent conflict –IEP Example Providing support and communication for families. –Resources for families PacRim Conference on Disabilities, 2013 Kahn & Sinclair 16

17. An Example of Current Research My research purports to gain an in-depth understanding of the experiences of adolescents with disabilities who identify as LGBTQ : What the unique/salient experiences of LGBTQ adolescents with disabilities? How do the experiences salient to to LGBTQ adolescents with disabilities affect their sense of self/identity? How do their personal and group identities affect the beliefs about the future for LGBTQ adolescents with disabilities? PacRim Conference on Disabilities, 2013 Kahn & Sinclair 17

18. An Example of Current Research Conducting informational background interviews with school professionals Conducting a series of 3 in-depth interviews with youth with disabilities who identify as LGBTQ. Between the ages of 14 and 21 Have not yet received a secondary school diploma or certificate of completion. Empowerment Model of Interviewing Focusing on their identity, experiences, and beliefs about the future. PacRim Conference on Disabilities, 2013 Kahn & Sinclair 18

19. Thank you so much for your participation! Questions? Comments? For more information: Laurie Gutmann Kahn lkahn@uoregon.edulkahn@uoregon.edu James Sinclair jsinclai@uoregon.edujsinclai@uoregon.edu PacRim Conference on Disabilities, 2013 Kahn & Sinclair 19

20. Online Resources Sexual & Gender Minority Youth Resource Center www.smyrc.org Gay, Lesbian, and Straight Education Network www.glsen.org Safe Schools Coalition www.safeschoolscoalition.org Gay-Straight Alliance Network www.gsanetwork.org PacRim Conference on Disabilities, 2013 Kahn & Sinclair 20

21. References Duke, T. (2011). Lesbian, gay, bisexual, and transgender youth with disabilities: A meta- synthesis. Journal of Lgbt Youth, 8, 1, 1-52. Duke, T. S. (2010). Working with LGBTQ youth with disabilities: How special educators can reconceptualize the CEC standards. In C. C. Bertram, M. S. Crowley, & S. G. Massey (Eds.), Beyond progress and marginalization: LGBTQ youth in educational contexts (pp. 149–173). New York, NY: Peter Lang. McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York: New York University Press. Morgan, J., Mancl, D., Kaffar, B., & Ferreira, D. (2011). Creating safe environments for students with disabilities who identify as Lesbian, Gay, bisexual, or transgender. Intervention in School and Clinic, 47(1). Sherry, M. (2004). Overlaps and contradictions between queer theory and disability studies. Disability and Society, 19, 769-783. Whitney, C. (2006). Intersections in identity–identity development among queer women with disabilities. Sexuality & Disability, 24(1). PacRim Conference on Disabilities, 2013 Kahn & Sinclair 21