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Despite public outcry, South Africa has decided to roll out comprehensive sexuality education in schools. Currently, however, there are no scripted lesson plans for teachers of learners with visual impairment. Local literature suggests that the current sexuality education curriculum fails to engage with sexuality diversity and is imbued with notions of compulsory heterosexuality and able-bodiedness, perpetuating homophobia, transphobia and ableism in schools and broader communities. The paper sought guidance from disability professionals on how to best address lesbian, gay, bisexual, transgender and other sexualities' (LGBT+) issues as part of comprehensive sexuality education for learners with visual impairment. Bourdieu's work on doxa, orthodoxy and heterodoxy underpinned the study. Three professionals working with learners with visual impairment were interviewed in a focus group, and one school principal working in a school for learners with visual impairment was interviewed individually. Data were thematically analysed. Pre- and in-service teachers are encouraged not to see comprehensive sexuality education offered to learners with visual impairment as different from that provided to their sighted peers. Professionals urged teachers to accept LGBT+ learners with visual impairment in their dress, expression and embodiment. However, teachers need to be aware of learners' cultural and religious differences. Current lesson plans need to be revisited to safeguard against compulsory heterosexuality and able-bodiedness. [ABSTRACT FROM AUTHOR]

This study presents findings from qualitative research conducted as part of the European Commission supported HOMBAT (Combating HOMophoBic And Transphobic bullying in schools) project in Cyprus. Thematic analysis was used to analyse extracts of interviews from three focus groups: two groups with professionals who work in primary and secondary education as teachers, school psychologists and school counsellors; and one group with parents and children attending primary and secondary education in Cyprus. Findings from the study reveal how homophobic and transphobic bullying is becoming more visible in schools and both school staff and children frequently witness incidents of bullying on the basis of differing sexual and gender identity/self-expression. Professionals report having a sense of powerlessness to combat homophobic and transphobic bullying within the school community. Implications for practice that link to school professionals' needs are explored and discussed. [ABSTRACT FROM AUTHOR]

Transgender women in Lima, Peru have, until recently, been grouped together with gay and bisexual men in the category MSM, or men who have sex with men, with little consideration of their unique situation and needs. Transgender women, self-identified in Peru astravesti, are a socially vulnerable population with many unmet health needs, including an HIV prevalence of 30%. Understanding specific transgender identities and their contexts will contribute to the improvement and development of HIV prevention programs. Through qualitative open-ended interviews with trans-identified women in Lima, Peru, this study found that the non-normativetravestiidentity is constructed within a conservative homophobic and heteronormative social context. Participants strive towards appearances and relationships perceived as feminine, seeking out silicone injections and abusive men as social markers of this femininity. Sex work is the primary economic activity available andtravestisare often alienated from their families and communities. Work is needed to increase self-esteem and decrease violence, stigma, and discrimination. There is a need for multilevel HIV prevention campaigns prioritisingtravestiin Lima, utilising a human rights framework. [ABSTRACT FROM AUTHOR]