De/Centering Straight Talk

Abstract

There have been many theoretical and practical efforts to include students with intellectual disabilities into the mainstream of school and community life. These initiatives are derived from, and limited by, individualized notions of disability. Alternatively, using data from an exploratory multiple-case study of gay and bisexual persons with intellectual disabilities that includes interviews with sexualities education and support group facilitators, I consider how material queer theory may inform an inclusive pedagogy for students with intellectual disabilities-a “teaching-against-the-grain.” In addition, I reflect upon some of the limits of queer theory as implicated within pedagogy, particularly its pervasive ableistic assumptions.

Key Words:

• Ableism
• disability theory
• heterosexism
• inclusion
• inclusive pedagogy
• intellectual disability
• normalization principle
• social support/sexualities education groups
• queer theory