FACTSHEET:
Language Guide
Language guide Language can be a barrier to working with disabled students as a fear of saying the wrong thing can sometimes make it easier to avoid communicating with the student. The language we choose to use or to familiarise ourselves with can provide clear evidence of our attitudes and beliefs, and demonstrate how we feel about the person we are communicating with. It is clearly important to ensure that communication with disabled people is not avoided for fear of offence, and that the university’s commitment to supporting disabled students is reflected in the language we use. This guide therefore aims to offer some advice on appropriate terms to use and how to make adjustments to your communication skills to ensure disabled people are not being discriminated against. Describing disability: Disabled people should be described as ‘disabled people’, not ‘people with disabilities’ or people with ‘special needs’. Whilst some promoted the term ‘people with disabilities’ it does not accord to a social model understanding of disability and should not be used. Similarly, people should not be described as ‘having’ a disability, they are disabled, or they have an impairment (see below). The term ’special needs’ should be avoided in all instances. When referring to specific impairments, such as medical conditions, specific learning difficulties or mental health difficulties, the appropriate diagnosed term should be used as follows: people with dyslexia, people with epilepsy etc. rather than simply referring to the ‘dyslexics’ or the ‘epileptics’. People can be described as ‘having’ or ‘living with’ an impairment but not ‘suffering from’ or a ‘victim of’.
Some basics: Inappropriate term:
Appropriate term:
handicapped person/invalid
disabled person
able bodied/normal
non-disabled person
mental illness
mental health difficulties/ disabilities
mentally handicapped/retarded
person with learning difficulties
wheelchair bound
wheelchair user
word blind
dyslexia
spastic
person with cerebral palsy
There is some disagreement over the best language to use, and different countries have different ‘rules’. However, this does not mean we shouldn’t bother with any of it—if you understand that some terms portray a negative or medicalised view of disability and avoid them, you can’t go far wrong. If you’re then not sure you can always ask the person how they would like to be referred to. Alternatively, if a disabled person states they prefer an alternative term, respect their wishes. The important thing is to ensure language doesn’t become a barrier. Communications tips: General Considerations: • Treat adults as adults • Remember, most disabilities are hidden - over 50% of students supported at Brunel as disabled students have dyslexia • Do not make assumptions about a student's abilities or intelligence • Use appropriate physical contact
• Don't worry about using common expressions such as “see you later” • Talk to the disabled person, not the support worker or assistant • Know where accessible amenities are located Communicating with students who are deaf or hard of hearing: • Ask how someone prefers to communicate - contact the Disability and Dyslexia Service if you and the student agree there is a need for a sign language interpreter (this has to be arranged in advance) • Think about the environmental factors that may impact on communication; background noise, lighting etc • Make sure you are not doing anything to make communication difficult • Don't pretend to have understood and check the person is able to understand • Face the deaf student and be aware of not obscuring your mouth when you are talking • Speak normally but clearly • Be prepared to repeat or rephrase what you have said • Write things down if necessary • Allow additional time for information to be understood and assimilated Communicating with students who are blind or partially sighted: • Introduce yourself each you time you meet someone as they may not be able to see who you are • In group situations, identify who you are speaking to • Keep the person informed of what you're doing • Always say what you want – gestures are meaningless • Say when you are leaving, or a new person arrives
Communicating with students who have a physical disability: • Position yourself appropriately - if possible sit on a chair to speak to someone in a wheelchair; squatting next to them can appear patronizing, whilst standing over them may feel awkward • Ask before helping to reach anything, but be helpful with doors, positioning furniture etc • Be aware of the difficulties – carpets, doors and ramps can all be obstacles that will impact on any attempts to communicate by making the student stressed or frustrated before any meeting starts • Leaning on a wheelchair is the equivalent of leaning or hanging onto a person Communicating with students who have specific learning difficulties: • Think about the format of information you provide written information may provide specific difficulties for students with dyslexia or other specific learning difficulties. Some things to consider when producing written information are: • Fonts – sans serif, 12-14pt, lower case • Colour – avoid light text on a dark background, consider using non-white paper (e.g. cream) • Format – left justification, 1.5 - 2 line spacing, bold not italics, no hyphenation • Content – precise, clear, short sentences (the MS Word readability scores available from the spell checking options may assist with ensuring content is clear and understandable) • Be flexible in your approach and time • Check if things have been understood • Avoid technical jargon • Literacy difficulties do not reflect levels of intelligence
• Remember, many people may not know they have a difficulty Communicating with students with Autistic Spectrum Disorders: • Use clear and unambiguous language, avoiding figures of speech etc • Some people with ASD may avoid eye contact, and may appear aloof or uninterested – don't take offence • The person may be very uncomfortable with physical contact, so ask before you shake hands, e.g., May I shake your hand? • Do not rush the person Communicating with students with mental health difficulties: • Communicate as you would with any other student • Don't treat as children or potential ‘threats' • Acknowledge that mental health difficulties are recognized disabilities and should be supported accordingly • Respect confidentiality
Disability and Dyslexia Service Tel: 01895 265213 • Email: disability@brunel.ac.uk Web: intranet.brunel.ac.uk/disability