 Disability creates a number of challenges to forging intimate physical and emotional relationships. People with sensory-motor impairments who were disabled beginning in early life often report that they were socially segregated from other children, either directly because they were tracked into different classes or different schools, or indirectly because other students avoided them. Consequently, many disabled children have not been socialized about sex in the way other children have been: even playground misinformation can play a role in developing and affirming a sense of nascent sexual identity in able-bodied children, yet disabled children are often excluded from this process. To make matters worse, many disabled children do not receive sex education until a much later age than their able-bodied peers (if at all), a reflection of the pervasive stereotype that disabled people are infantile and asexual (Shakespeare 1996). 