ABSTRACT
There have been paradigm shifts and different theoretical standpoints that have been established within the disability discourses. However, contemporary disability studies seek to explore, expose and reconstruct the ways in which disability is socially and culturally constituted. Similarly, there have been narratives by women with disabilities who through their writings have not only challenged the intersections of ableism and sexism but also reflected upon their personal experiences from positions of pride. For example, teachers may be able to identify and change practices that oppress or marginalize students with disabilities. As disability studies aim to analyse disability as well as other categories, such as race, gender and sexuality through the lens of power relations and identity it is imperative that utmost care needs to be ensured in designing curriculum or course content in higher or university programmes. O. Prilleltensky reports that studies and personal narratives of disabled adult women point to insensitive, intrusive, and sometimes damaging treatment.
