Interacting with the Disabled Community

Living Our Spirit of Inclusion Through Language

As members of the Notre Dame community, we understand that our words carry weight. The language we use, regardless of our intention, can make others feel marginalized and violated, or included and understood. We are committed to diversity, accessibility, and community. These values are made manifest when we extend kindness and dignity to students and colleagues with disabilities, both visible and invisible. Like many marginalized identity groups, the disabled community consistently strives to model language that is inclusive, affirming, and welcoming. 

Resource informed by the National Council for Independent LivingPDF Interacting with the People with Disabilities for Print

The Social Model of Disability

Born with the intention of providing more empowerment for individuals with disabilities than the Medical Model of Disablity, the Social Model of Disability emphasizes that people are more disabled by society than their bodies. The Social Model highlights the impact of environmental barriers created by exclusionary design on the disabled community. By focusing on these ableist attitudes, legislation, physical structures, and systems advocates can work to make our world more inclusive for all, rather than focusing on one's diagnosis.  

Stella Young's TED Talk on Disability Inclusion

Person First and Identity First Language

Person First Language (PFL) emphasizes seeing the individual beyond just that of their identity. Examples of PFL would be "students with disabilities" or "a student with ADHD" when referring to students. PFL is typically used by default in group settings or communications, and when identified as a prefered language by an individual with a disability. 

Identity first language (IFL) shifts the focus to the social identity of being disabled, which many disabled persons find empowering and allow an individual to claim their identity as they best see fit. Examples of IFL would be using phrases like "disabled students" or "autistic person" when addressing an individual. 

Members of the Notre Dame community should be cognizant of how individual community members prefer to be talked about. In the same way that there is no monolithic ‘disabled community,’ there is no monolithic language preference. Please enter into spaces with deference & an open mind.

Best Practices for Disability Inclusion

Please know that there are some words and phrases that are considered offensive. A non-exhaustive guide on best practice in interaction and alternative language can be found below.

Strategies for Implementing Inclusive Behaviors

Exclusionary Behaviors	Inclusive Behaviors
Doubt a student's or peer's need for using accommodations.	Ask questions directly of and speak directly to the person with a disability, not someone you perceive as their caregiver.
Assume ability or disability based on an individual's appearance.	Ask before touching someone’s wheelchair, walker, or mobility equipment.
Force someone to accept accommodations, even if they’ve requested them. For example, if someone would prefer to sit in general admission seating despite having initially requested accessible seating, do what you can to accommodate.	Assume independence and honor preference. Ask if the person could use help, but then respectfully honor if they indicate that they can move, navigate, etc. by themselves.
Use phrases such as handicapped, differently abled, handicapable, special. Using euphemisms mitigates individuals' lived experiences. Disability and disabled aren't bad words!	Listen and trust individuals to know their own limitations. Do not doubt any expressed need for accommodations.

Terms to Replace Exclusive Language