Inclusive Practice is Good Practice

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Appendix B: APPROPRIATE LANGUAGE AND BEHAVIOUR

 

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People with disabilities prefer that the focus is on their individuality, not their disability. The preferred term, `people with disabilities’, stresses the essential humanity of individuals and avoids objectification.

Some staff may initially feel apprehensive about discussing the details of a student’s disability face to face. The student will probably have had some experience with this kind of uneasiness. Using terms such as ‘blind’, ‘see’ and ‘walk’ need not be avoided but care should be taken not to generalise a particular limitation to other aspects of a student’s functioning.

Some recommendations:
  • Never use the article `the’ with an adjective to describe people with disabilities, eg. use `people who are blind (or visually impaired)’ rather than `the blind’.
  • The terms `able-bodied’, `physically challenged`, `differently abled’ and `sufferer’ are strongly discouraged.
  • Be careful not to imply that people with disabilities are to be pitied, feared or ignored, or that they are somehow more heroic, courageous, patient, or `special’ than others. Never use the term `normal’ in contrast.
  • A person in a wheelchair is a `wheelchair user’ or `uses a wheelchair’. Avoid terms that define the disability as a limitation, such as `confined to a wheelchair’, or ‘wheelchair-bound’. A wheelchair provides new opportunities rather than confines the user.
  • Never use the terms `victim’ or `sufferer’ to refer to a person who has or has had a disease or disability. This term dehumanises the person and emphasises powerlessness, eg. use the term `person with HIV’ rather than an `HIV sufferer’.
  • Be perceptive about problems but do not make assumptions and do not take charge. Respect that students are in control of their lives, can make decisions and do not need pity.
  • Speak normally and do not exaggerate lip movements, pitch and volume.
  • Allow enough time for communication.

Sources:

University of NSW et al (1993) and Flinders University of South Australia et al, (1993)

Further References:

Equal Opportunity Unit, University of Melbourne, What did I say? Using non-discriminatory language, EO Unit, University of Melbourne.

Queensland University of Technology, Working with Diversity - a guide to inclusive language and presentation for staff and students, QUT, Qld.

 

Contents | Introduction | Strategies for Inclusive Practice | What The Law Says | Legislative Requirements | Rights and Responsibilities | Code of Practice | Who Can Assist? | Examples of Inclusive Practice | Appropriate Language and Behaviour | Index to Fact Sheet Series | Bibliography | Recommended References | Tasmanian Organisations | Acknowledgements