Gender, Disability, and Intersectional Exclusion in Inclusive Education Policies

African Journal of Gender and Women Studies | Vol. 11, No. 9, September 2026 | pp. 167–180

DOI: 10.46882/2026/AJGWS/001307

Article Type: Research Article

Title: Gender, Disability, and Intersectional Exclusion in Inclusive Education Policies

Names of Author: Tariro Chikwanda¹ & Rachel Goldstein²

Author's Affiliation: ¹Department of Educational Foundations, University of Botswana, Gaborone, Botswana; ²Department of Disability and Human Development, University of Illinois Chicago, Chicago, United States.

Abstract:
Global commitments to inclusive education have prompted many governments to adopt policies aimed at integrating learners with disabilities into mainstream schooling systems. However, policy frameworks frequently treat disability and gender as separate analytical categories, obscuring the compounded barriers faced by girls with disabilities. Inaccessible school sanitation facilities, lack of assistive learning technologies, heightened vulnerability to sexual violence during commutes, and family prioritization of boys’ education contribute to disproportionate dropout rates among disabled girls. This paper examines the lived educational experiences of young women with physical and sensory disabilities in Botswana and South Africa. Grounded in feminist disability studies and intersectionality, the research draws upon accessible narrative interviews with 34 female students and policy reviews of national education ministries. We argue that achieving substantive educational equity requires co-designing school infrastructure and safeguarding protocols directly with disabled women’s organizations.

Keywords: Feminist disability studies, intersectionality, inclusive education, disabled girls, educational policy, accessibility, Botswana, South Africa

Manuscript Timeline: Received: July 14, 2026; Revised: August 17, 2026; Accepted: August 21, 2026; Published: September 15, 2026.

Citation: Chikwanda, T., & Goldstein, R. (2026). Gender, Disability, and Intersectional Exclusion in Inclusive Education Policies. African Journal of Gender and Women Studies, 11(9), 167–180. DOI: 10.46882/2026/AJGWS/001307

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