Ms Stephanie Ortoleva, Senior Human Rights lawyer with Blue Law International, a consulting company that also champions the rights of people with disabilities, has called for programmes to be designed for disabled girls which should include access to role models and advocacy skills.
She was speaking on "The inclusion of women and girls with disabilities in education opportunities" at the 55th session of the UN Commission on the Status of Women conference at the UN headquarters here in New York, U.S.A.
The priority theme of the two-week conference is "Access and participation of women and girls in education,training,scienc and technology,including for the promotion of women's equal access to full employment and decent work."
Ms. Ortoleva called for targetted scholarships and internships for disabled girls.
She observed that women and girls with disabilities face double discrimination based on both gender and their disability.
Ms Orteleva said girls with disability are often kept in the home, making then invisible to the education system.
She said "because women and girls with disabilities are perceived to be sick,helpless,asexual and poweless,they are seen as easy targets for sexual and gender-based violence."
Ms Orteleva explained that women and girls with disabilities lack both general education and sexual health education and they might not recognise or know how to respond to such violence.
She said often the risk of violence is heightened in residential and educational facilities,and violence often results in parental over-protectiveness.
Ms Orteleva said as a result of sexual violence and rape,girls with disabilities often become pregnant and drop out of school.
The are sometimes sold into slavery and are also vivtims to the myth that having sex with a virgin disabled girl will cure people of HIV/AIDS,she added.
Ms Orteleva said schools that provide special education, are often located in cities and because families are reluctant to have their girls with disability to go to the city, they are kept at home and the boys are often seen as more independent and ecouraged to engage in problem-solving skills to overcome those barriers.
She said lower participation in advanced technology programmes for girls and the digital divide,results in double jeopardy for girls with disabilities in science and technology education and mathematics.
Ms Ortoleva called for training in gender and disabiilty and the negative impact of stereotypes for teachers,students counselors.
She was speaking on "The inclusion of women and girls with disabilities in education opportunities" at the 55th session of the UN Commission on the Status of Women conference at the UN headquarters here in New York, U.S.A.
The priority theme of the two-week conference is "Access and participation of women and girls in education,training,scienc and technology,including for the promotion of women's equal access to full employment and decent work."
Ms. Ortoleva called for targetted scholarships and internships for disabled girls.
She observed that women and girls with disabilities face double discrimination based on both gender and their disability.
Ms Orteleva said girls with disability are often kept in the home, making then invisible to the education system.
She said "because women and girls with disabilities are perceived to be sick,helpless,asexual and poweless,they are seen as easy targets for sexual and gender-based violence."
Ms Orteleva explained that women and girls with disabilities lack both general education and sexual health education and they might not recognise or know how to respond to such violence.
She said often the risk of violence is heightened in residential and educational facilities,and violence often results in parental over-protectiveness.
Ms Orteleva said as a result of sexual violence and rape,girls with disabilities often become pregnant and drop out of school.
The are sometimes sold into slavery and are also vivtims to the myth that having sex with a virgin disabled girl will cure people of HIV/AIDS,she added.
Ms Orteleva said schools that provide special education, are often located in cities and because families are reluctant to have their girls with disability to go to the city, they are kept at home and the boys are often seen as more independent and ecouraged to engage in problem-solving skills to overcome those barriers.
She said lower participation in advanced technology programmes for girls and the digital divide,results in double jeopardy for girls with disabilities in science and technology education and mathematics.
Ms Ortoleva called for training in gender and disabiilty and the negative impact of stereotypes for teachers,students counselors.
