In this video, Chay Brown from @TransActual discussed a very important topic about the significant challenges as a disability person in the LGBTQ+ community.
Before we dig deeper into this conversation, I would like to draw attention of one of his concerns when he was talking about his disabilities:
“Learning the real subtleties, the non-verbal communication that can go on between gay men in certain context and that was a sort of learning thing for me and sort of something I had to get over my anxiety about instead of learning to read, trying to read people’s intentions when the communication is not necessary verbal and people not being direct about things could be tricky for me sometimes.” – Chay Brown
This quote above from Chay really offered a glimpse into the complexities of social interaction, especially for those unfamiliar with reading non-verbal cues. It also highlights the importance of building a sense of community where communication styles are understood and should provide more inclusivity with the person with disabilities.
Individuals who identify as both LGBTQ+ and disabled often face multiple layers of marginalisation and discrimination. They may encounter ableism (discrimination based on disability) within LGBTQ+ spaces and homophobia, biphobia, or transphobia within disability communities. This intersection can amplify feelings of isolation and exclusion.
Furthermore, Chay also highlighted the significant challenges as a disability person in the wider LQBTQ+ community such as:
• Accessibility – Many venues lack of step-free access, wheelchair accessibility and inadequate accessible toilet facilities for the person with a disability.
• Sensory experiences – Events often very loud, bustling environments and alcohol-related can be overwhelming and difficult for those with sensory sensitivities. Sensory overload can lead to increased stress and discomfort, deterring individuals with disabilities from engaging in community activities.
• Struggle with navigating social situations – For example, a person with anxiety to learn an unspoken code of behaviour ways of communication and understanding how things work will add to people’s anxiety. This can contribute to feelings of isolation, anxiety, and reduced participation in social events and community gatherings.
The factors mentioned above indeed create significant barriers that limit participation and increase stress for individuals with disabilities within the LGBTQ+ community. These challenges can restrict a person’s ability to fully engage in social and community activities.
Addressing these issues are essential steps toward enhancing participation and reducing stress for individuals with disabilities in LGBTQ+ settings.
How can the wider LGBTQ+ community work better to dismantle the discrimination towards minority groups to foster more inclusive environments and promote empowerment to the intersectional community?
• Social venues/events – Ensure the BSL interpreter is available, offering closed captioning an online event and asking people what their access needs are in the booking ticket.
• Providing quiet spaces – Offer designated areas for individuals seeking respite from noisy environments.
A recent successful event serves as an excellent example of how organisers can prioritise accessibility and inclusivity. The organisers demonstrated a person-centered approach by genuinely understanding the needs of individuals with disabilities, which stemmed from their own lived experiences. They actively listened to and consulted with disabled individuals, seeking their input on how to improve the event’s accessibility. Importantly, they were receptive to feedback and willing to invest resources into making necessary improvements, ensuring that future events would be more inclusive and accommodating for everyone involved. This commitment to accessibility not only enhanced the event experience but also demonstrated a strong dedication to fostering a welcoming environment for all attendees.
Understanding the intersection of LGBTQ+ and disability requires a holistic approach that acknowledges the complexities of identity and experiences. It underscores the importance of intersectional activism and inclusive practices within LGBTQ+ communities and disability rights movements to ensure that all individuals have equal access to rights, resources, and respect.
In my own teaching experience over the years, I’ve encountered many students with learning disabilities, such as dyslexia and ADHD. These experiences have taught me valuable approaches to creating a more inclusive learning environment for my students.
One of the most effective approaches is maintaining open communication with students about their specific learning disabilities and how I can best support them. For instance, with students who have dyslexia and struggle with reading and writing tasks, I avoid relying solely on written assignments. Instead, they can show what they know through presentations, mind maps, or even video projects. This lets them shine in ways that work best for them and allows them to demonstrate their understanding in alternative ways that suit their strengths. Additionally, I introduce them to assistive technologies such as audiobooks, text-to-speech software, and dictation apps, which make reading and writing tasks more manageable.
For students with ADHD who find it challenging to focus for long periods, I adapt my teaching methods accordingly. I break down lectures and assignments into smaller segments with short breaks in between. I also let them stand up, stretch, or move around the classroom sometimes to help them refocus their energy. These adjustments accommodate their learning needs and enable them to engage more effectively in the learning process.
It’s also important to create a classroom where everyone feels safe to ask questions and join in, no matter how they learn. This means celebrating everyone’s differences and avoiding words that might make students with learning differences feel bad. Remember, every student is unique, so I’m always flexible and willing to adjust my approach based on their specific needs.
References:
Noonan, A., and M. Gomez. 2011. “Who’s missing? Awareness of lesbian, gay, bisexual and transgender people with intellectual disability.” Sexuality and Disability 29(2): 175− 180.
Stauffer-Kruse, S. 2007. “Gay men with learning disabilities: UK service provision.” Journal of Gay & Lesbian Psychotherapy 11(1−2): 145−152.
Understanding Disability in the LGBTQ+ Community, produced by the HRC Foundation
https://www.hrc.org/resources/understanding-disabled-lgbtq-people.
I really appreciated your teaching perspective on encouraging students with learning disabilities through allowing a variation of learning outcomes. Like you I advocate ‘student centered’ learning approach, in this way we build students confidence and celebrate indiviuality. The project brief is something I am looking at in far more detail, and question if the language is accesible, and whether it encourages individual interpretation, but most importantly does it allows space for a variation of outcome, in support of learning difference. Like you I have experience teaching many students with dyslexia and ADHD, some who choose to share diagnosis, some who will discuss difficulty, but are not comfortable to go through a formal testing, due to perceived stigma. In these cases, it is ever more important to embed diverse learning outcome models; film, drawing, visual messaging – as you point out.
Thanks so much for your contribution here. I enjoyed reading as it was informative but contextualised to your experience and observations – I particularly enjoyed how students with ADHD and dylexia helped develop your own practice to be more inclusive. I agree how it is most important to create a culture within the classroom which is open-minded allows all participants to feel comfortable although this is not easy to orchestrate at times. You offer some helpful practices that I will also embed in my teaching. Great read!