Abstract:
Sexual and reproductive health (SRH) education is a fundamental component of health education, integral to the well-being of individuals across diverse communities. Ensuring its accessibility to all, regardless of disabilities, is paramount. In Sri Lankan Sinhala society, the confluence of social constructs regarding disability and gender significantly influences the experiences of students with disabilities and their access to SRH education. The research problem addressed in this study is to explore female students' perspectives of perceptions, and barriers to the accessibility, quality, and effectiveness of Sexual and Reproductive Health (SRH) education for female university Students With Disabilities (SWDs). Utilizing a qualitative research approach, this study employed telephone interviews, one focus group Zoom interview, interviews of two key informants, and a snowball sampling method to delve into the lived experiences of university female students with disabilities regarding their access to SRH education. This study involved students with full and partial visual impairment and locomotor disabilities. The study included a diverse sample of 11 female and four male students with disabilities, with thematic analysis as the chosen method for data analysis. This research reveals substantial barriers hindering university students with disabilities, particularly females, from accessing SRH education. The exclusion of these students from SRH education emerges as a pressing concern demanding immediate attention. This study underscores the imperative to dismantle the prevailing social constructs that intersect disability and gender, ensuring that SRH education is universally accessible. In conclusion, this study underscores the critical importance of providing inclusive SRH education to promote the health and well-being of all individuals, transcending age, gender, or ability. It emphasises the urgency of addressing the unique challenges faced by female university students with disabilities to foster a more equitable and inclusive educational environment. Ultimately, promoting comprehensive SRH education for all is not just a matter of health but social justice and equality.
