Inclusive Language and Communication

In order to be most sensitive and inclusive, your organization should incorporate some best practices for communicating ideas about disability. Several guidelines are listed below.

• Normalize disability as part of human diversity: The way society talks about disability influences perceptions of worth and inclusivity. Language should normalize disability as a part of human diversity, not as something to be avoided or ashamed of.
• Use affirming language: By using affirming language and avoiding euphemisms, we can help reframe disability as part of what makes us all unique.
• Understand that language evolves: The language we use and the ways in which we use it are constantly evolving. It is important to remain flexible, open, and willing to learn and adapt as best practices and preferences shift. As an organization, you can model the use of respectful language to promote inclusivity for disability communities.
• Think about disability history: Many of the words we know to avoid in the present day were not always used with bad intent in the past. For example, words like “handicapped” once reflected best practice, as can be seen in the landmark 1975 legislation the Education for All Handicapped Children Act. This law was renamed in 1990 to the Individuals with Disabilities Education Act (IDEA), to reflect a change in what is considered respectful and affirming language. (Visit the Hub page on Disability History, Culture, and Justice to learn more about related issues.) When we model growth in our organizational language choices, we demonstrate how arts and culture institutions play an important role in driving social change.

In the present-day United States, the two most common ways to describe disability are “person-first” and “identity-first” language. Each communicates fundamentally different understandings of what disability is, as well as the social and cultural value disability brings to our communities.

• Person-first language: This approach emphasizes the person before their disability (e.g., “an artist with a disability”). It arose to avoid stigmatizing and reducing a person to their disability, reflecting an understanding that people with disabilities are people first. The use of person-first language started in the 1980s and is widely used in the U.S.
• Identity-first language: This approach sees disability as an integral part of a person’s identity (e.g., “autistic person” or “disabled artist”). It is gaining prominence in disability justice communities, especially among groups like Deaf and autistic communities, who often prefer this form of expression as a way to emphasize that disability is an inseparable part of who they are. It emphasizes that disability is not something to be hidden or minimized, but rather embraced.
• When to use each? Neither person-first or identity-first language is inherently “right” or “wrong.” The choice of language should be context-specific and respect the preferences of individuals and the environment (e.g., use person-first in educational settings, identity-first in social justice contexts).
• The rule of respect: This is always worth reiterating! It is important to always defer to how an individual self-identifies and describe their disability in the way(s) that they prefer. If a person identifies as a “disabled artist,” use identity-first language. If they prefer to be described as “an artist with a disability,” use person-first language.

What kinds of language should you avoid? Several examples are listed below.

• Impairment language: Avoid framing disability as a negative condition or impairment to be suffered from (e.g., “wheelchair-bound” or “suffers from autism”). Instead, use neutral, factual language like “wheelchair user” or “has a disability.”
• Euphemisms: Avoid euphemistic language like “special needs,” “differently abled,” or “handicapable.” These terms make it seem that disability is something to hide, be ashamed of, or avoid.
• Inspiration language: Avoid portraying disabled people as inspirational merely because they have disabilities. This type of language can reinforce the idea that disability is something to be overcome, rather than a natural part of human diversity.
• Figurative or metaphorical language: Avoid using disability terms metaphorically to express non-literal ideas (e.g., “blind to the situation” or “I’m so OCD”). Instead, use clear, specific language that directly communicates your message.

In addition to communicating about disability, your organization should incorporate some best practices for communicating with people with disabilities, in a way that’s most accessible and respectful to all. Several guidelines are listed below.

Disability experience varies widely, but here are some best practices:

• Assume competence: Always communicate with people as you would with anyone else, assuming that they understand and can contribute meaningfully to the conversation. Respect their dignity and autonomy, and avoid assumptions about what they can or cannot do. Do not treat or speak to adults as if they are children.

• Be person-centered: Approach each person as an individual, avoiding generalizations about their disability. Recognize that needs and preferences are diverse and may vary based on factors like culture, age, type of disability, or individual experience with a particular disability. What works for one person may not work for another.

• Ask, don’t assume: Ask, rather than assume, what someone needs or prefers, keeping in mind that individuals with disabilities may not always require or desire assistance. Always ask if assistance is wanted before offering support.

• Listen carefully to preferences, needs, and concerns without interrupting. Allow the person to express themselves at their own pace and ensure they have the time to communicate fully.

• Check for understanding: Ask questions to confirm that both you and the individual you are speaking to have understood. Be patient if clarification is needed.

• Non-speaking cues: Pay attention to non-speaking communication, as some people may communicate through gestures, facial expressions, or other body language. Be aware that some individuals may not be able to make eye contact or use spoken responses. Don’t assume disinterest based on this.

Once again, remember that each individual is unique and has their own unique communication needs and preferences (which vary across time and setting).

• Speak as you typically do: Use regular tone, speak clearly with good enunciation at an appropriate volume.
• Make sure your face is visible: Ensure the person you are communicating with can see your face clearly. Avoid hiding or covering your mouth, standing in front of bright lights, or lingering in shadows that might obscure your facial expressions.
• Consider written communication: Have paper and pen or a communication app such as speech to text apps or captioning available to assist. If appropriate, offer written instructions or notes. (Be aware that written language may not be understood by all individuals in all situations.)
• Utilize assistive technology: Some individuals may use communication devices or apps; be respectful of these tools and incorporate them as needed.
• When communicating via a sign language interpreter: The interpreter is there to help both parties communicate, the hearing person and the Deaf person. Speak directly to the Deaf person, not to the interpreter, then listen as the interpreter voices. You may need to slow down or take more frequent breaks after chunks of sentences to allow for the interpreter to keep up with you. Just as you wouldn’t interrupt a person who is speaking to you, don’t interrupt the interpreter as they share what was communicated to them to share.

• Introduce yourself clearly: When approaching someone who is blind or has low vision, identify yourself by name and your role, especially if you are entering their personal space or about to interact with them.
• Use descriptive language: Use spoken descriptions when providing directions or describing items. For example, instead of saying, “It’s over there,” describe where “there” is in terms of distance and direction (e.g., “It’s on your right, about 10 feet away”).
• Consider alternative forms of communication: Some individuals may use tactile communication tools, such as braille or raised symbols. Ensure materials (like menus, signage, or programs) are accessible in braille, large print, high contrast, and or auditorily.
• Respect physical boundaries: Always ask before entering someone’s personal space and never touch an individual or begin to offer physical guidance without their permission.
• Speak as you typically do: Use regular tone, speak clearly and at an appropriate volume.

• Respect physical boundaries and equipment: When speaking to someone with mobility disabilities, avoid leaning against mobility aids, like wheelchairs or walkers.
• Provide assistance only when requested: Always ask before offering help to someone with mobility disabilities, as they may not need assistance or may prefer to do something independently.

• Provide clear communication: Use direct and clear language to convey information. Avoid abstract terms or overly complex ideas.
• Check for understanding: Ask questions to confirm that you and the person you are talking to have understood the information. Be patient if clarification is needed.
• Offer supportive communication: Some people may need extra time to process information. Allow for breaks or time to ask questions. Be prepared to repeat or rephrase instructions if needed and avoid rushing the conversation.

• Consider sensory preferences: Some individuals may have heightened sensory sensitivities, so be aware of loud environments, bright lights, or other sensory triggers.
• Provide clear communication: Use direct and clear language to convey information. Avoid overly or unnecessarily abstract terms or ideas.
• Offer non-judgmental communication: Understand that some people may have different social communication styles and respond in ways that you did not expect. Focus on the message rather than their delivery or behavior.

Finally, technology is often vital for the ways people with disabilities communicate on an everyday basis, even if it also comes with certain considerations. These include:

• Communication supports: Respect specific communication tools (e.g., AAC devices, sign language interpreters, assistive listening devices, speech to text apps). For example:
  • Augmentative and Alternative Communication (AAC) devices: Don’t assume someone cannot understand you because they use AAC devices or picture-based systems. If they don’t ask for additional support, it’s safe to assume they understand spoken language.
  • Interpreters: When a Deaf person communicates through an interpreter, speak directly to them, not the interpreter. Be mindful of your speaking pace and avoid interrupting the interpreter. Not all people who are d/Deaf or have a hearing loss understand sign language. You may need to use another type of communication support.
• Assistive devices: Be open to the use of assistive communication devices or technologies (such as speech-generating devices or screen readers, assistive listening devices). Incorporate these tools into your communication as necessary.
• Video calls and remote communication: For individuals who are d/Deaf, have a hearing loss, or are neurodivergent, consider offering to use email, text or video call options where sign language interpreters or captioning can be utilized, if applicable