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Maintain the confidentiality of a person’s disability. Do not disclose an individual’s disability without their consent and then only as necessary.
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Expand the representation of people with disabilities in photos and visual materials to include invisible disabilities.
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“Impairment” has a negative connotation. Avoid terms like “visually impaired” or “hearing impaired.” Instead use the terms, “blind” or “low vision” or “deaf/hard of hearing."
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“Confined to a wheelchair” or “wheelchair bound” describes a person only in relation to a piece of equipment designed to provide independence rather than confine. Emphasize what a person can do, not their limitations, such as “person who uses a wheelchair” or “wheelchair user.”
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Avoid using the term “special needs.” This term is patronizing, as everyone has needs and the needs of individuals with disabilities are not “special.”
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Use person-first or identity-first language instead of “differently abled,” “physically challenged” or “happens to have autism.”
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Functioning labels are common when describing the nature of someone’s disability, like “high-functioning” and “low-functioning,” which can vary per activity and imply judgment. Unless you are quoting a source, consider specifying the relevant activity. “The first-year student resides off-campus and accesses the Resource Center for Persons with Disabilities for accessible textbooks and assistive technology services. They have strong verbal skills but sometimes miss social cues.”
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Do not describe an individual as mentally ill unless it is pertinent and the diagnosis is properly sourced. Mental illness is a general condition. Specific conditions should be used whenever possible.
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Many experts distinguish between mental illness and developmental disorders. Unlike mental illness, which can be successfully treated, developmental disorders are lifelong disabilities affecting a person’s learning ability. “Neurodiversity” is the term used to refer to people with developmental disorders, including autism spectrum disorder, dyslexia, attention deficit hyperactivity disorder, cerebral palsy, etc.
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Only capitalize names of disorders, diseases, therapies and related terms when known by the name of a person, such as Parkinson’s disease.
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Avoid ableist language and be inclusive of the perspective of those who have a disability. When writing or speaking in a conversational tone, this language tends to emerge in everyday language and as figures of speech that intentionally or unintentionally discriminate or oppress individuals with disabilities. Refer to the “terms to avoid” section for examples.
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When asking about accessibility needs for events, center on what is being provided, use “to request an accommodation to participate in this event” instead of “to request accommodation for persons with disabilities.”
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When describing an event, identify the accessible entry points to the venue, including the locations of all-gender and accessible campus restrooms and utilize the barrier-free webpage for information on accessible entrances on campus. Consider ways to be inclusive for walk/run or other events.
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When presenting at events, consider introducing yourself with a brief description of your appearance that can include clothing, hair, eye color and skin tone. Speakers should re-introduce themselves by identifying their names before they speak. Presenters should describe all visual images, graphics, text or tables/charts that appear on screen. Accessible copies of presentations should be provided prior to an event. Presenters should always use a microphone to amplify their voices.
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For boilerplate language for inclusive programs, events and courses, visit the Resource Center for Persons with Disabilities.
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Representing diversity of size in communication and being sensitive to language is essential. Be aware that the terms “obese,” “obesity” and “overweight” are pathologizing stigmas in the size-diversity community. Do not use these when describing individuals outside of communicating about research. Use “higher weight” or “larger-bodied” if necessary and consider the barriers that “students of size” face in marketing, events and classroom experiences.