Gender Dimension of Disability

 Gender Dimension of Disability

### Unit V: Gender Dimension of Disability (9 hours)

This unit explores the gendered experiences of individuals with disabilities, with a focus on the intersectionality of gender, disability, and sexuality. It delves into the specific challenges that women with disabilities face, including violence and issues related to sexuality. The unit addresses how social, cultural, and legal frameworks shape the lived experiences of disabled women, and emphasizes the importance of recognizing their unique struggles and rights.

---

### **A. Experience of Women with Disabilities**

1. **Exclusion from Feminist Agendas**

   - **Ghai (2002)**, in *Disabled Women: An Excluded Agenda of Indian Feminism*, discusses the ways in which disabled women have been marginalized both within the feminist movement and in broader society. Feminism often overlooks the specific challenges that disabled women face, such as social isolation, economic dependency, and limited access to education and employment. Ghai argues that disabled women’s experiences need to be integrated into mainstream feminist discourse in order to build an inclusive movement that addresses the needs of all women.

   

2. **Vulnerability Without Support in Nepal**

   - **Dhungana (2006)** examines the experiences of disabled women in Nepal in *The Lives of Disabled Women in Nepal: Vulnerability Without Support*. Disabled women in Nepal often face extreme vulnerability due to the lack of social support, economic independence, and adequate healthcare. They are more likely to be excluded from educational opportunities and suffer from a lack of employment prospects, making them dependent on their families or the state. Dhungana emphasizes the need for stronger social protection systems and community support for disabled women in Nepal.

---

### **B. Violence Against Women with Disabilities**

1. **Silence and Paradox**

   - **Chenoweth (1996)**, in *Violence and Women With Disabilities: Silence and Paradox*, discusses how violence against women with disabilities is often ignored or underreported. Disabled women are more vulnerable to abuse due to their dependency on caregivers, social isolation, and the societal perception that they are weak or incapable. Chenoweth highlights the paradoxical situation where disabled women are often silenced and their abuse goes unnoticed or is dismissed as less significant.

   

2. **Domestic Violence and Disability**

   - **Mays (2006)** explores the intersection of disability and domestic violence in *Feminist Disability Theory: Domestic Violence Against Women with a Disability*. Disabled women are more likely to experience domestic violence, and they face unique barriers in seeking help, such as inaccessible shelters and services that do not cater to their specific needs. Mays calls for an expansion of feminist disability theory to address the prevalence of violence against disabled women and the need for inclusive, accessible services.

3. **CREA Research Report**

   - The **CREA (2011)** report, *Count Me In: Violence Against Disabled, Lesbian, and Sex-Working Women in Bangladesh, India, and Nepal*, highlights the compounded marginalization faced by disabled women who belong to other marginalized groups, such as lesbian and sex-working communities. The report reveals that these women face intersecting forms of violence and discrimination and calls for a more inclusive approach to addressing violence that takes into account these overlapping vulnerabilities.

---

### **C. Disability and Sexuality**

1. **Rights and Recognition of Disabled Sexuality**

   - **Shakespeare (2000)** in *Disabled Sexuality: Toward Rights and Recognition*, advocates for the recognition of the sexual rights of disabled individuals. Disabled people, particularly women, are often desexualized by society and denied the opportunity to express their sexuality freely. Shakespeare argues that sexuality is a human right and that society must recognize the sexual agency of disabled individuals and create an environment where they can experience fulfilling sexual lives without stigma.

2. **The Sociopolitical Economy of Disability and Sexuality**

   - **Shildrick (2007)**, in *Contested Pleasures: The Sociopolitical Economy of Disability and Sexuality*, explores the complex ways in which disabled sexuality is regulated and controlled. Disabled people are often seen as asexual or hypersexual, depending on societal prejudices. Shildrick discusses how these perceptions shape the sexual experiences of disabled individuals, particularly women, and emphasizes the need for policies and practices that respect the sexual autonomy of people with disabilities.

3. **Experience of Motherhood for Disabled Women**

   - **Khanal (2012)**, in *Experience of Motherhood of Disabled Women*, explores the experiences of disabled women who are mothers. Motherhood is often seen as incompatible with disability, and disabled women who become mothers face significant challenges, including societal stigma, inadequate healthcare, and a lack of support services. Khanal emphasizes that these women’s experiences must be recognized and supported, and that disability should not be seen as a barrier to motherhood.

---

### **Conclusion**

Unit V on "Gender Dimension of Disability" emphasizes the intersection of gender and disability, focusing on the unique challenges that disabled women face. It highlights their experiences of marginalization, vulnerability to violence, and the complex relationship between disability and sexuality. The readings in this unit provide insights into the ways that disabled women are excluded from feminist discourses, subjected to violence, and denied their sexual and reproductive rights. By understanding these issues, scholars and practitioners can work toward creating more inclusive policies and practices that address the specific needs of disabled women.

---

### Key Readings:

1. **Experience of Women with Disabilities**:

   - Ghai, A. (2002). Disabled Women: An Excluded Agenda of Indian Feminism.

   - Dhungana, B. M. (2006). The Lives of Disabled Women in Nepal: Vulnerability Without Support.

2. **Violence Against Women with Disabilities**:

   - Chenoweth, L. (1996). Violence and Women With Disabilities: Silence and Paradox.

   - Mays, J. M. (2006). Feminist Disability Theory: Domestic Violence Against Women with a Disability.

   - CREA (2011). Count Me In Research Report: Violence Against Disabled, Lesbian, and Sex-Working Women in Bangladesh, India, and Nepal.

3. **Disability and Sexuality**:

   - Shakespeare, T. (2000). Disabled Sexuality: Toward Rights and Recognition.

   - Shildrick, M. (2007). Contested Pleasures: The Sociopolitical Economy of Disability and Sexuality.

   - Khanal, A. N. (2012). Experience of Motherhood of Disabled Women.

Here are **top 10 potential exam questions** based on the topics from the units you've covered:

---

### **Unit I: Understanding Ageing**

1. **Population dynamics**: Discuss the global and national trends in population ageing from 1950 to 2050. What are the political, economic, and social implications of these trends?

2. **Definitions of ageing**: Compare and contrast the varied definitions and applications of ageing, including the concept of active ageing and its determinants.

3. **Gerontology and geriatrics**: Outline the history of gerontology and geriatrics and discuss their significance in the study of ageing.

4. **Theoretical perspectives**: Evaluate different theoretical perspectives on the sociology of ageing. How do these perspectives contribute to understanding the ageing process in society?

---

### **Unit II: Legal Frameworks and Implementations**

5. **International frameworks on ageing**: Analyze the significance of international conferences such as the First and Second World Assemblies on Ageing, the Madrid International Plan of Action (MIPAA), and the UN Principles for Older Persons in shaping global ageing policies.

6. **National frameworks on ageing**: Assess the effectiveness of Nepal's **National Action Plan for Senior Citizens (2006)** and **Senior Citizens Act (2007)** in addressing the needs and rights of older people. How do these frameworks compare to global standards?

---

### **Unit III: Emerging Issues and Challenges of Ageing**

7. **Challenges of ageing populations**: Identify the key challenges posed by an ageing population globally and in Nepal. How do these challenges impact healthcare, social security, and economic stability?

8. **Elder abuse and violence**: Discuss the prevalence and forms of elder abuse and violence in Nepal. What legal and social measures are in place to protect older people, and how effective are they?

---

### **Unit IV: Understanding Disability**

9. **Beyond medical and social models**: Critically evaluate the limitations of both the medical and social models of disability. What alternative perspectives have emerged to better address the complexity of disability in contemporary society?

10. **Feminist disability theory**: Explain the contributions of feminist disability theory. How does it address the intersection of gender and disability, particularly in relation to body image, sexuality, and the experiences of disabled women?

---

These questions encourage both theoretical understanding and practical analysis of ageing and disability issues, helping you prepare for critical discussions and written exams.

Understanding Disability

 Understanding Disability

### Unit IV: Understanding Disability (9 hours)

This unit provides a critical understanding of disability from various perspectives, moving beyond the traditional medical and social models to explore international and national legal frameworks and feminist disability theory. It aims to deepen the understanding of disability as a complex socio-political issue and highlights the significance of inclusive approaches to disability in both global and local contexts. 

---

### **A. Beyond Medical and Social Models of Disability**

1. **Medical Model of Disability**

   - The medical model views disability as an individual problem caused by physical, sensory, or mental impairments. It emphasizes diagnosis, treatment, and rehabilitation. From this perspective, disability is something to be "fixed" or "cured" through medical intervention. Historically, this model dominated both policy and public perception, reinforcing the idea that people with disabilities are "sick" or "abnormal."

   

2. **Social Model of Disability**

   - In contrast, the social model argues that disability is not just a medical condition but a societal construct. According to this model, the barriers that disabled people face—such as inaccessible buildings, discriminatory practices, and exclusion from societal activities—are the real sources of their disability. **Crow (1996)** in *Including All of Our Lives: Renewing the Social Model of Disability* calls for renewing and expanding this model to address a wider range of issues, such as the experiences of people with mental health disabilities and those from marginalized communities.

   - **Shakespeare & Watson (2001)** question the limitations of the social model, arguing in *The Social Model of Disability: An Outdated Ideology?* that while it has been instrumental in shifting the focus away from impairment, it does not fully address the personal experiences of disabled individuals, particularly those who deal with chronic illness or pain.

   

3. **Critique and Expansion of Disability Models**

   - Scholars like **Taleporos & McCabe (2002)**, in *Body Image and Physical Disability—Personal Perspectives*, offer an expansion of the debate by focusing on the psychological and personal aspects of living with a disability. They argue that body image and identity are crucial areas often overlooked in both the medical and social models. While the social model highlights structural barriers, it does not always account for the internal struggles disabled people face in societies that stigmatize physical differences.

---

### **B. International and National Legal Frameworks**

1. **United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006)**

   - The **UNCRPD (2006)** is a groundbreaking international legal instrument that shifts the understanding of disability from a charity-based or medical model to a human rights-based approach. It seeks to ensure that people with disabilities enjoy the same rights and opportunities as everyone else. The convention covers civil, cultural, economic, political, and social rights, and emphasizes dignity, individual autonomy, and participation in society.

   - Key principles include:

     - Respect for inherent dignity and individual autonomy.

     - Non-discrimination.

     - Full and effective participation and inclusion in society.

     - Accessibility.

     - Equality of opportunity.

     - Respect for difference and acceptance of people with disabilities as part of human diversity.

   

2. **National Legal Frameworks: Nepal**

   - In Nepal, the **Disabled People's Welfare and Protection Act and Regulation** provides a legal framework to safeguard the rights and welfare of people with disabilities. Despite these legal protections, implementation has been slow, and access to education, employment, and healthcare remains limited. The **UNICEF (2001)** report, *A Situation Analysis of Disability in Nepal*, highlights the social and institutional barriers that continue to marginalize disabled people in Nepali society.

   - The Disabled People's Welfare and Protection Act seeks to address these inequalities by mandating the state to provide appropriate services, but gaps in enforcement, awareness, and resource allocation remain critical issues.

---

### **C. Feminist Disability Theory**

1. **Integrating Disability with Feminist Theory**

   - **Garland-Thomson (2002)**, in her seminal paper *Integrating Disability, Transforming Feminist Theory*, argues for the integration of disability into feminist scholarship. She points out that disability, like gender, is socially constructed and rooted in power dynamics that reinforce norms of able-bodiedness. Feminist disability theory critiques the assumption that disability is inherently negative or undesirable, challenging societal standards of beauty, normalcy, and ability.

   - The theory builds on the idea that both women and people with disabilities experience marginalization due to their perceived departure from societal norms. It also examines how gender and disability intersect to create unique experiences of oppression for disabled women. For instance, women with disabilities often face dual discrimination in healthcare, employment, and personal relationships, as their gender and disability status compound their exclusion.

2. **Feminist Disability Studies**

   - **Garland-Thomson (2001)**, in *Reshaping, Re-thinking, Re-defining: Feminist Disability Studies*, emphasizes that disability studies and feminist theory should work together to reshape society's understanding of both disability and gender. She argues that the experiences of disabled women can offer new insights into feminist concepts such as embodiment, autonomy, and agency. For example, a feminist disability perspective might examine how the medicalization of women's bodies, particularly in areas such as reproductive health, intersects with the medicalization of disability to reinforce patriarchal and ableist norms.

   - Feminist disability theory calls for an inclusive approach that recognizes the diversity of human experiences, challenging both traditional disability models and feminist discourses that fail to account for the experiences of disabled individuals.

---

### **Conclusion**

Unit IV on "Understanding Disability" expands the scope of disability studies by moving beyond the medical and social models to explore legal frameworks and feminist perspectives. The medical and social models provide important lenses, but they are limited in capturing the full experience of disability. The human rights-based approach, as emphasized by the UNCRPD, and the feminist disability theory proposed by scholars like Garland-Thomson, provide deeper and more inclusive ways to understand and address disability.

By integrating feminist theory with disability studies, this unit highlights the intersectional challenges that disabled individuals, particularly women, face in society. It also underscores the importance of implementing both international and national legal frameworks to ensure that people with disabilities are granted equal rights and opportunities in all areas of life.

---

### Key Readings:

1. **Beyond Medical and Social Models of Disability**:

   - Crow, L. (1996). Including all of our lives: Renewing the social model of disability.

   - Shakespeare, T., & Watson, N. (2001). The social model of disability: An outdated ideology?

   - Taleporos, G., & McCabe, M. P. (2002). Body image and physical disability—personal perspectives.

2. **International and National Legal Frameworks**:

   - UNCRPD (2006). Convention on the Rights of Persons with Disabilities.

   - UNICEF (2001). A situation analysis of disability in Nepal.

3. **Feminist Disability Theory**:

   - Garland-Thomson, R. (2002). Integrating disability, transforming feminist theory.

   - Garland-Thomson, R. (2001). Reshaping, re-thinking, re-defining: Feminist disability studies.

The sociology of ageing and disability

 The sociology of ageing and disability

The sociology of ageing and disability is an essential subfield within sociology that examines the social, cultural, economic, and political dimensions of ageing and disability. These two concepts often intersect, as many individuals experience disability as they age. In preparing for your Master's examination, it's important to grasp the key theoretical frameworks, the social and policy contexts, and the lived experiences of ageing and disability. Below is a comprehensive exploration of these topics, focusing on the sociological approach to understanding both.

### 1. **Concept of Ageing**

Ageing refers to the process of growing older, marked by physical, psychological, and social changes. While biological ageing is inevitable, sociologists are more interested in how societies structure the experience of ageing and how individuals navigate this life stage.

#### Key Sociological Perspectives on Ageing

1. **Functionalism and Disengagement Theory**:

   - Functionalists view society as a system with interdependent parts that work together for stability and cohesion. From this perspective, ageing is a natural part of the life cycle.

   - **Disengagement Theory** (Cumming and Henry, 1961): This theory posits that as people age, they gradually withdraw from social roles and responsibilities. This withdrawal is seen as functional for society because it allows the transfer of roles and resources to younger generations. While this theory has been critiqued for assuming that withdrawal is always beneficial or inevitable, it still serves as a starting point for understanding ageing in functionalist terms.

2. **Conflict Theory and Age Stratification**:

   - Conflict theory, which focuses on power dynamics and inequalities, offers a critical perspective on ageing. According to this view, older adults may face systematic disadvantages due to ageism (discrimination based on age), economic inequalities, and marginalization.

   - **Age Stratification Theory** (Riley et al., 1972): This theory suggests that society organizes people into categories based on age, and these categories are treated differently in terms of access to resources, power, and status. Age stratification highlights inequalities between age groups and the challenges faced by older people in maintaining their societal roles and identities.

3. **Symbolic Interactionism and Activity Theory**:

   - Symbolic interactionists focus on the meanings and definitions that people give to ageing. From this perspective, ageing is seen as a social construct influenced by cultural norms, personal choices, and interactions.

   - **Activity Theory**: Developed as a response to disengagement theory, activity theory argues that remaining active and engaged in social roles can lead to a more satisfying and fulfilling life for older adults. It suggests that the continuation of social, physical, and emotional activities is crucial for maintaining well-being.

4. **Critical Gerontology**:

   - This perspective emphasizes that ageing is not just a biological process but also shaped by broader social, political, and economic factors. Critical gerontologists critique the marginalization and devaluation of older people in capitalist societies, focusing on how race, gender, class, and other factors intersect to affect the ageing process.

#### Key Issues in Ageing

- **Ageism**: Stereotypes and discriminatory practices towards older individuals are pervasive in many societies. Ageism can manifest in various forms, such as workplace discrimination, social exclusion, and limited access to healthcare.

- **Economic and Social Inequality**: Older adults often face financial insecurity, especially if they have retired or are unable to work due to health reasons. Pension systems, access to healthcare, and family support play critical roles in their quality of life.

- **Healthcare and Social Support**: As people age, their healthcare needs often increase. The quality and availability of healthcare services for older adults, including long-term care and geriatric care, are important social issues.

- **Social Roles and Transitions**: Retirement, widowhood, and changes in family structure (such as becoming a grandparent) are significant social transitions in old age. These transitions can either enhance or diminish an individual's sense of identity and belonging.

### 2. **Concept of Disability**

Disability refers to physical, mental, or sensory impairments that, in interaction with social and environmental barriers, can limit an individual’s full participation in society. Like ageing, disability is both a biological and a social phenomenon, and sociologists are particularly concerned with how society treats people with disabilities.

#### Key Sociological Perspectives on Disability

1. **The Medical Model of Disability**:

   - The medical model views disability as a problem that resides within the individual. From this perspective, disability is seen as a deviation from the norm that requires medical treatment or rehabilitation. This model has been critiqued for focusing too narrowly on physical or mental impairments and for neglecting the social and environmental factors that contribute to disability.

2. **The Social Model of Disability**:

   - In contrast, the social model argues that disability is created by social, cultural, and environmental barriers rather than the individual's impairment. For example, a person with a mobility impairment is disabled not because of their condition but because of a lack of accessible infrastructure, such as ramps or elevators. This model shifts the focus from the individual to society and advocates for changes that promote inclusion and accessibility.

3. **Critical Disability Theory**:

   - Critical disability theory draws on insights from feminist theory, queer theory, and critical race theory to explore how disability intersects with other forms of social inequality. It critiques ableism (discrimination in favor of able-bodied individuals) and examines how societal norms and institutions marginalize people with disabilities. It also explores how concepts of normalcy are socially constructed and how they affect people’s lived experiences.

#### Key Issues in Disability

- **Ableism**: Discrimination and prejudice against people with disabilities is a significant issue. Ableism manifests in many ways, including limited access to employment, education, and public spaces, as well as social stigma and exclusion.

- **Access and Inclusion**: A major concern for people with disabilities is the lack of access to physical, social, and technological resources. The push for universal design, which advocates for environments and products that are accessible to everyone, is one response to this issue.

- **Economic Disadvantage**: People with disabilities often face higher rates of unemployment and poverty. Structural barriers in the labor market, education, and healthcare contribute to their marginalization. Policies aimed at promoting employment opportunities and social security for people with disabilities are essential to addressing this inequality.

- **Healthcare and Social Support**: People with disabilities often have specialized healthcare needs that may not be adequately met by existing healthcare systems. Access to assistive technologies, rehabilitation services, and disability-friendly healthcare providers is crucial for their well-being.

### 3. **Intersection of Ageing and Disability**

Ageing and disability intersect in multiple ways. As people age, they are more likely to experience impairments that can lead to disability, such as vision or hearing loss, mobility challenges, or cognitive decline. This overlap raises several important issues:

1. **Ageing with a Disability**:

   - Many people with disabilities live into old age, often facing unique challenges related to healthcare, financial support, and social isolation. Older adults with disabilities may encounter compounded discrimination due to both ageism and ableism.

2. **Onset of Disability in Old Age**:

   - As individuals age, they may develop disabilities, which can affect their quality of life, autonomy, and social participation. Addressing the needs of older adults who develop disabilities is a growing concern in many societies, particularly as populations age.

3. **Caregiving**:

   - Older adults with disabilities often rely on family members or professional caregivers for support. Caregiving can be physically and emotionally demanding, and caregivers themselves may face social and economic disadvantages. Sociologists study the dynamics of caregiving, including the gendered nature of caregiving (as women are often the primary caregivers) and the policy implications of providing support for caregivers.

4. **Policy and Social Support**:

   - Addressing the needs of ageing populations and individuals with disabilities requires comprehensive policies related to healthcare, housing, social security, and community support. Many countries have implemented policies like the **Americans with Disabilities Act (ADA)** or the **Convention on the Rights of Persons with Disabilities (CRPD)** to protect the rights of people with disabilities. Similarly, **pension systems**, **universal healthcare**, and **accessible infrastructure** play important roles in supporting older adults.

### 4. **Policy Responses to Ageing and Disability**

In many societies, governments and organizations have developed policies and programs to address the needs of older adults and people with disabilities:

- **Social Security and Pensions**: Providing financial security to older adults and people with disabilities is a key social policy concern. Pensions, disability benefits, and other forms of social security help to reduce poverty and social exclusion.

- **Healthcare Systems**: Ensuring that healthcare systems are accessible and responsive to the needs of older adults and people with disabilities is crucial. This includes providing access to long-term care, assistive technologies, rehabilitation services, and disability-friendly healthcare facilities.

- **Accessibility Laws**: Laws that mandate the accessibility of public spaces, transportation, and communication technologies are essential for ensuring that people with disabilities can participate fully in society. These laws also benefit older adults, many of whom develop impairments as they age.

- **Anti-Discrimination Laws**: Legal protections against ageism and ableism help to combat discrimination in employment, education, housing, and other areas. In many countries, anti-discrimination laws include provisions that prohibit discrimination based on age or disability.

### Conclusion

The sociology of ageing and disability explores how these two conditions are not just biological but deeply social. Ageing and disability are shaped by societal norms, economic structures, and political policies. Understanding how these intersect and how they are influenced by gender, class, race, and other factors helps sociologists and policymakers create a more inclusive and equitable society for older adults and people with disabilities.

The **Course on Ageing and Disability Studies** offers a foundational understanding of the social, economic, and political aspects of ageing and disability. The course focuses on key concepts, theories, and policy frameworks that shape our understanding of these topics, particularly within the context of global demographic changes and disability rights movements. Below is a breakdown of the **course objectives** based on the description you provided:

### 1. **Introduction to Key Concepts and Theories on Ageing and Disability**

The first goal of the course is to familiarize students with the basic concepts and sociological theories that explain both ageing and disability:

- **Ageing**: The course introduces students to different sociological theories of ageing, such as disengagement theory, activity theory, age stratification, and critical gerontology. Students will gain insights into how ageing is not only a biological process but also shaped by social structures, cultural norms, and economic forces. The course will examine how society treats older individuals and how this treatment varies across different cultural and economic contexts.

  

- **Disability**: Students will also explore key theories in disability studies, including the medical model, social model, and critical disability theory. This will help students understand disability not simply as an individual condition but as a socially constructed phenomenon that is deeply influenced by structural inequalities and societal attitudes.

### 2. **Global and National Population Dynamics on Ageing**

Ageing is increasingly becoming a global issue due to shifts in population demographics. The course helps students understand:

- **Changing Population Dynamics**: With increased life expectancy and declining birth rates, many countries are witnessing a growing proportion of older adults in their populations. The course will provide a comprehensive overview of global ageing trends, highlighting the challenges and opportunities that arise from these demographic shifts.

- **Global and Local Contexts**: The course will focus on how ageing plays out differently in various parts of the world, such as in high-income vs. low- and middle-income countries. It will examine how ageing is addressed through social policy, healthcare, and family support systems in diverse cultural and national contexts.

### 3. **Understanding International and National Policies on Ageing**

Students will be introduced to key **international and national policy frameworks** that address the needs of older adults:

- **International Policies**: The course will cover global agreements and conventions such as the United Nations' **Madrid International Plan of Action on Ageing (MIPAA)**, which addresses key issues like poverty, health, and active participation in society for older adults. It may also discuss the role of organizations like the World Health Organization (WHO) and its efforts in promoting age-friendly environments.

- **National Policies**: At the national level, students will learn about government initiatives and legislation focused on ageing populations. This might include pension systems, healthcare access, and social security for older adults. The course will also explore policies in the context of Nepal and how the country is preparing for its ageing population.

### 4. **Researching Emerging Issues on Ageing**

An important objective of the course is to equip students with the tools to **undertake research on emerging issues related to ageing**:

- **Emerging Challenges**: Students will investigate contemporary issues such as the rising demand for elderly care services, the economic pressures of supporting an ageing population, social isolation, ageism, and intergenerational conflict.

  

- **Research Methods**: The course aims to introduce students to research methodologies specific to the study of ageing, including qualitative and quantitative approaches to understanding the lived experiences of older adults, policy analysis, and demographic research.

### 5. **Introduction to Concepts and Theories of Disability**

In addition to ageing, the course provides an in-depth understanding of **disability theories and concepts**:

- **Theoretical Frameworks**: Students will explore how disability has been conceptualized across time and societies. The course will emphasize the **social model of disability**, which shifts the focus from the individual's impairments to societal barriers, as well as **critical disability theory**, which explores how disability intersects with other social inequalities like race, class, and gender.

- **Historical Context**: The course will also introduce students to the history of the disability rights movement, both globally and in the Nepalese context, covering key milestones such as the **United Nations Convention on the Rights of Persons with Disabilities (CRPD)**.

### 6. **Gender Dimension of Disability**

Understanding the **gendered nature of disability** is another key objective of the course:

- **Intersection of Gender and Disability**: The course explores how gender and disability intersect, recognizing that women with disabilities often face additional layers of marginalization and discrimination. Students will examine how traditional gender roles, cultural norms, and social expectations shape the experiences of men and women with disabilities differently.

- **Gender-Based Inequalities**: Through case studies and readings, students will learn how women with disabilities may have less access to education, employment, and healthcare compared to men with disabilities or non-disabled women. The course will also touch upon issues such as reproductive rights, caregiving, and violence against women with disabilities.

### Summary of Course Objectives

In summary, this introductory course aims to:

1. Introduce basic sociological concepts and theories related to ageing and disability.

2. Help students understand the global and national trends in population dynamics, particularly concerning the increasing importance of ageing as a global concern.

3. Familiarize students with international and national policies on ageing, helping them to analyze how these policies impact older adults in various societies.

4. Enable students to conduct research on emerging issues related to ageing, focusing on contemporary challenges and future policy needs.

5. Provide a comprehensive understanding of disability concepts, including the medical and social models of disability, with attention to the broader societal and cultural contexts that shape these experiences.

6. Offer a gender-sensitive perspective on disability, emphasizing the intersection of gender and disability, and the additional challenges faced by women with disabilities.

By achieving these objectives, students will be better equipped to critically analyze ageing and disability issues and contribute to research, policy, and advocacy in these fields.