Views disability as arising from societal barriers rather than individual impairments. Examples of barriers include:

• Physical obstacles (e.g., lack of ramps or elevators).
• Attitudinal barriers (e.g., discriminatory assumptions about capabilities).
• Policy barriers (e.g., lack of inclusive laws or enforcement).

Emphasizes changing societal structures rather than “fixing” individuals. Encourages inclusive design and accessibility to promote equality.

 

ADA (1990) prohibits discrimination in employment, public spaces, transportation, and education. Key provisions include:

• Requirement for reasonable accommodations.
• Standards for accessible building design.
• Equal access to public services.

Global equivalents include:

• UK Equality Act 2010.
• UN Convention on the Rights of Persons with Disabilities (CRPD).

Challenges:

• Widespread noncompliance in workplaces and public spaces.
• Lack of awareness about legal rights among disabled individuals.

 

Recognizes overlapping systems of oppression, such as:

• Race + disability: Higher rates of poverty and limited access to healthcare.
• Gender + disability: Increased risk of violence and barriers in employment.
• Socioeconomic status + disability: Limited resources for accommodations or support.

Emphasizes that advocacy efforts must address these intersecting identities to be truly inclusive.

Historically: Disabled individuals were confined to institutions, often enduring neglect and abuse. Deinstitutionalization movement:

• Aimed to transition individuals to community-based living.
• Advocated for autonomy, dignity, and inclusion.

Current challenges:

• Insufficient funding for home- and community-based services (HCBS).
• Continued reliance on institutional care in some areas.

Barriers to employment:

• High rates of discrimination in hiring and promotion.
• Lack of understanding of reasonable accommodations (e.g., assistive technology, flexible hours).

Benefits of workplace accessibility:

• Increases productivity and creativity by fostering diverse teams.
• Often inexpensive to implement (e.g., ergonomic tools, remote work options).

Education priorities:

• Raising awareness of legal requirements under the ADA.
• Promoting inclusive hiring practices and workplace culture.

Celebrates shared experiences and identity within disabled communities. Includes unique:

• Art (e.g., disability-themed paintings, films, and performances).
• Humor (e.g., satire challenging ableist assumptions).
• History (e.g., milestones of the disability rights movement).

Shifts focus from “overcoming” disability to embracing it as part of identity.

 

Why Disability Language Matters

The way we use language has a profound impact on how people with disabilities are perceived and treated. Words can create either inclusive or exclusionary environments, break down or uphold barriers to inclusion, and reinforce or challenge harmful stereotypes. This is especially critical in educational spaces, where students must feel respected and valued in order to thrive both academically and socially.

While federal laws protect the rights of people with disabilities, many non-disabled individuals hesitate to use terms like “disabled” or “disability” because they are seen as negative or uncomfortable. However, these terms are an important part of many people’s identities. Euphemisms like “differently abled,” “handi-capable,” or “special needs” can come across as dismissive or patronizing. By avoiding the term “disability,” we unintentionally send the message that disability is something shameful or unmentionable. Instead, disability advocates encourage the use of “disabled” and “disability” as accurate and respectful terms, rejecting euphemisms that obscure the reality of disability experiences.

Everyday language also includes many ableist expressions that go unnoticed but perpetuate harmful stereotypes and stigma (e.g., “turn a blind eye,” “crazy,” “tone deaf”). These phrases dehumanize or trivialize the experiences of disabled people. Allies play a crucial role in identifying and eliminating these phrases. It is the responsibility of allies—not disabled individuals—to unlearn ableist language and adopt respectful alternatives.

What Is Disability Language Etiquette?

Disability language etiquette refers to using terminology that promotes dignity, respect, and inclusion for people with disabilities. For educators and learning communities, adopting inclusive language practices is essential for creating equitable environments. This includes understanding and implementing the following key principles:

 

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1. Be Mindful of Person-First and Identity-First Language

Person-first language (e.g., “person with a disability”) emphasizes the individual rather than the disability. Examples include “a person who uses a wheelchair” instead of “wheelchair-bound” or “a person who is hard of hearing” rather than “the deaf.” Identity-first language (e.g., “disabled person” or “Autistic person”) highlights disability as an integral part of identity and is often used with pride by members of the disability community.

 

By practicing these simple courtesies, you can help foster a culture of inclusion and respect.

 

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Moving Toward Anti-Ableist Language

Using respectful language and interactions isn’t just about avoiding offense; it’s about dismantling societal biases and fostering a sense of belonging for people with disabilities. Educators and allies must commit to unlearning ableist practices and creating inclusive spaces where all individuals—students, educators, and community members—are valued for who they are.

Together, we can build communities that empower people with disabilities and celebrate their contributions, both inside and outside the classroom.

Be mindful of physical space: Avoid touching assistive devices or service animals without permission. Adapt communication styles: When speaking with someone who is deaf, hard of hearing, blind, or has a speech disability, follow their cues on how to best communicate. For example:

• Speak clearly and directly.
• Give your full attention and don’t interrupt.
• Ask respectfully if you didn’t understand something.

 

Using disability-related terms as insults (e.g., “lame,” “crazy”). Phrasing that implies pity (e.g., “suffering from” or “afflicted by”). Referring to people with disabilities as “inspirational” simply for living their lives.

 

Avoid describing people without disabilities as “normal,” as this implies that people with disabilities are abnormal. Instead, say “people with disabilities” and “people without disabilities.”

 

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Quick Tips for Respectful Interactions

Respectful language is only part of creating inclusive environments. Equally important is how we interact with people with disabilities:

Respect privacy: People with disabilities are not obligated to explain their disability. It is their choice whether to share. Ask before helping: Never assume someone needs assistance. If you offer help, wait for the person to accept and clarify how you can assist. Engage directly: When someone has an interpreter or assistant, speak directly to the person, not the intermediary.

When in doubt, ask individuals how they prefer to be identified. In educational contexts, avoid labeling students by their disability or using terms like “moderate-severe kids” to refer to students receiving special education services. Instead, use language that acknowledges their individuality and the support they receive, such as “students who need additional support.”

 

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2. Avoid Outdated or Offensive Terms

Terms like “handicapped,” “crippled,” or “special needs” are outdated and can carry negative connotations. Choose contemporary and respectful alternatives such as “person with a disability” or specific terms like “person with low vision” or “person with cerebral palsy.”

 

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3. Eliminate Ableist Language

Ableist language includes:

Harmful stereotypes:

• The “tragic victim” (e.g., disability as a life-ending tragedy).
• The “inspirational hero” (e.g., glorifying ordinary achievements as extraordinary).

Importance of authentic representation:

• Casting disabled actors in disabled roles.
• Highlighting the diverse experiences of disability.

Advocates for media created by disabled individuals to ensure accurate narratives.

Defined as discrimination or prejudice against disabled people. Examples of ableism:

• Structural: Lack of ramps, elevators, or accessible restrooms.
• Attitudinal: Assuming disabled people are less capable or dependent.

Solutions:

• Education on recognizing subtle ableism (e.g., microaggressions).
• Promoting inclusive design and practices in everyday life.

Core idea: Neurological differences (e.g., autism, ADHD) are natural variations rather than deficits. Advocates for:

• Acceptance of neurodivergent individuals without forcing conformity.
• Workplace and educational accommodations tailored to individual strengths.

Encourages society to see value in diverse ways of thinking and processing information.

Celebrates disability as a natural part of human diversity. Disability Pride Month (July) highlights achievements, visibility, and advocacy. Key messages:

• Disability is not a tragedy or flaw.
• Emphasizes empowerment, self-advocacy, and community solidarity.

Coming soon! 

 

Definition and Core Principles:

• Universal Design (UD) refers to creating spaces, products, and services that are usable by all people, regardless of age, disability, or other factors.
• It is guided by seven principles:
  1. Equitable Use: Designed to be useful for people with diverse abilities.
  2. Flexibility in Use: Accommodates a wide range of preferences and abilities.
  3. Simple and Intuitive Use: Easy to understand, regardless of experience or ability.
  4. Perceptible Information: Communicates information effectively through multiple modes (e.g., visual, tactile, auditory).
  5. Tolerance for Error: Minimizes risks or consequences of unintended actions.
  6. Low Physical Effort: Can be used efficiently with minimal strain.
  7. Size and Space for Approach and Use: Accommodates use regardless of body size, posture, or mobility.

Applications of Universal Design:

• Architecture:
  • Features like ramps, automatic doors, and lever-style door handles benefit both disabled and non-disabled individuals.
  • Incorporates accessible restrooms, elevators, and clear signage for navigation.
• Education:
  • Universal Design for Learning (UDL) promotes teaching methods that meet diverse learning needs through flexible materials and assessments.
  • Examples include captioned videos, text-to-speech tools, and project-based learning options.
• Technology:
  • Designing websites, apps, and devices with accessibility in mind, such as screen reader compatibility, adjustable font sizes, and voice controls.
• Products:
  • Everyday items like OXO Good Grips kitchen tools or adjustable desks designed for all users, not just those with specific disabilities.

Benefits of Universal Design:

• Enhances usability for everyone, not just disabled individuals (e.g., curb cuts benefit people using strollers or carts).
• Reduces the need for costly retrofitting or individual accommodations.
• Promotes social inclusion by creating environments where all people feel welcomed and valued.

Challenges and Misconceptions:

• Misconception: UD only benefits disabled individuals. In reality, it addresses the needs of all, from children to older adults.
• Implementation challenges include resistance from organizations or lack of awareness about UD principles.
• Requires interdisciplinary collaboration between architects, engineers, educators, and advocates to ensure effectiveness.

Impact:

• Universal Design is shifting the paradigm from reactive accessibility (fixing barriers after they’re identified) to proactive inclusivity (designing to avoid barriers altogether).
• It fosters independence, equity, and dignity for all individuals while enhancing functionality and aesthetics across spaces and products.