This study falls within the feminist approach of Disability Studies and Inclusive Education. It also draws upon the concept of intersectionality which is addressed by Critical Disability Studies and other disciplines.

Personal experiences of disability are considered important by disability feminists, since they lead to unique experiences which vary even for persons who live in the same cultural contexts (Morris, 1996; Thomas, 1999). Disability feminists highlight the fact that women with disabilities are oppressed on the basis of disability and gender. They also argue that they may also experience multiple oppression because of their gender, race, and disability giving a more comprehensive understanding of personal experiences (Vernon, 1996, 1998). More recently, Critical Disability Studies scholars draw upon the concept of intersectionality to further highlight that the identities of women with disabilities intersect and define their experiences in different areas of life (Goodley, 2017). This concept was developed by Crenshaw (1989, 1991) and has been informing different disciplines. Furthermore, Goodley, Lawthom, and Runswick-Cole (2014) refer to the DisHuman, and they focus on the ways in which people with disabilities tend to be considered "less human" and dehumanized.

The narratives shared by people with disabilities regarding their experiences within the educational system, taking into account their intersecting identities and how these aspects influence their educational or social integration or exclusion, highlight the significance of implementing fair pedagogical approaches that are deeply connected to the diverse identities and experiences of students (Janzen, 2019; Schwitzman, 2019). Therefore, the adoption of an intersectional perspective in education is not just beneficial but essential for fostering inclusion and ensuring equitable opportunities for all students. Most of the literature focusses on the barriers posed by segregating or mainstream settings and call for inclusive education. Personal experiences during school life may enhance this argument and shed light on how the identified barriers impact children’s lives. At the same time, personal experiences may illuminate new parameters that define school experiences. These experiences may be relevant to children’s different identities and their intersections and the relevance of these identities to other factors such as the family and the cultural context. Thus, it is important to consider personal experiences in education if we are to adopt a social justice perspective in policy and practice, infused by inclusive education ideology (Liasidou, 2013).

This study aims to examine how the experiences of women with disabilities at school and their intersectional identities can help us conceptualize how the education system and other factors oppresses or empowers them. The research question is: How do the intersectional identities of women with disabilities and other factors influence their life trajectory through their experiences in the education system?

This paper constitutes a part of a PhD research project and will focus on the experiences of women with disabilities in education from the perspective of intersectionality. A sample of 12 women was selected through purposive and chain sampling (Cohen, Manion & Morrison, 2008), meeting the criteria set for the study, i.e. women with any type of impairment; with two or more identities for which they are likely to experience discrimination, including disability (e.g. sexual orientation, social class, immigrant/refugee background); aged between 18-70 years old. Specifically, the participants included two women with hearing impairment, two women with visual impairment, four women with various physical impairments, one woman with intellectual disability, one woman with mental health issues, one woman with multiple sclerosis, and one woman with cerebral palsy, all aged between 25 and 65 years old. Their experiences in the education system varied in several aspects, particularly concerning the context in which they studied (mainstream or special) and how each context interacted with their intersecting identities or characteristics. The methodology involved gathering data through an audio-recorded oral history interview, followed by a second interview centered on the participant's personal objects or artifacts. Prior to participation, all individuals were provided with comprehensive information regarding the research focus and their rights throughout the process, encompassing aspects such as anonymity, the right to withdraw at any point, and the right to verify interview transcriptions. Informed consent was obtained through signed consent forms. The oral history interviews were conducted by one of the abstract's two authors, who took measures to ensure that her background did not act as barrier, fostering an environment where participants felt at ease sharing their stories (Cohen, Manion & Morrison, 2008). Data were analyzed in the language that the interviews were contacted. Thematic narrative analysis was selected as a content analysis method as it merges well with the concept of intersectionality and highlights important aspects of one’s intersecting identities contextualizing the story in numerous different ways (Esposito & Evans-Winters, 2022).

The analysis reveals that the experiences of women with disabilities in education are affected by numerous factors and differ, mainly according to the framework in which they studied as children. For example, Athena, a woman with visual impairment found her transition from a special school consisting only of girls to a mainstream school shocking, impacting her life trajectory: “I spent primary education at the School for the Blind, I only had 4 female classmates…So after [experiencing] this protective environment, high school inclusion came to me as a psychological and a social shock.” The educational framework seems to play a crucial role in women’s experiences in education. However, intersecting identities and other factors such as family perspectives, affect their experiences both at school and adult life. Specifically, Athena’s life trajectory was also affected by the extreme protectiveness of her mother. One of the important topics she raised was her emancipation, something she had also confirmed through a personal object: “This is the first keyring of my apartment keys. It was such a nice feeling […], that yes, this is my space, my home. I got the responsibility of looking after it, clean it.” The independence she needs because of the experiences she had mainly in the educational and family context, seems to affect other areas as well, such as love relationships: “Regarding relationship issues, I have settled on one but I’m not looking for anything more. It's just a relationship, [...] self-understanding that it's… It's something I keep a secret from everyone. And it doesn't bother me, I'm calm. Emotionally I value him, […] but we are friends, sex friends.” In conclusion, this paper calls for a focussed discussion on how the intersecting experiences of women with disabilities in education can inform inclusive education and contribute in reducing ableist thinking.

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