• Share pronouns when introducing yourself 

• Use disability pride language 

What is Disability Pride/Person First Language? Why is it important?

Person-first language, also known as disability pride language is terminology used by many in the disability community. The main goal of disability pride language is to emphasize that a person is more than a diagnosis/disability (source). Many people within the community prefer person-first language but some do not. To err on the side of caution, start by using person-first language and if the person with the disability indicates a different preference, follow their lead.

Examples of person-first/disability pride language:

1. A student in my class has autism (vs. I have an autistic student)

2. My lab partner utilizes a wheelchair (vs. My lab partner is wheelchair bound)

3. Two of my students are diagnosed with chronic illnesses (vs. Two of my students are chronically ill)

4. Her sister lives with/was diagnosed with Multiple Sclerosis (vs. Her sister suffers from Multiple Sclerosis)

Acceptable Terminology vs. Not Acceptable Terms

• Visual Impairment/Blind

• Hearing Loss, Hard of Hearing, or d/Deaf (Not Acceptable: Hearing Impaired)

• Autism/Autism Spectrum Disorder

• Wheelchair User (Not Acceptable: Wheelchair bound)

• Non-Verbal (Not Acceptable: Mute)

1. Remember the individual is a person, NOT a disability.

2. Use Disability Pride language. This is often person first language: “wheelchair user” instead of “confined to a wheelchair.”

3. Remember that not all disabilities look alike. One person who has diabetes may not experience the same symptoms as another person with the same diagnosis.

4. Don’t assume other people’s needs and wants. People with disabilities know themselves best. Don’t make decisions for them. If a person appears to need assistance, ask first.

5. Allow individuals to self-identify. It is not our place to ask about their diagnosis. Some disabilities are visible, while others are not as apparent. Assume there are individuals in the room who are disabled, because there most likely are.

6. Allow students to complete their thoughts and sentences. Processing speeds vary from person to person.

7. Don’t pet or feed service animals or guide dogs. Remember they are working.

8. Words matter. Think before you speak – terminology is important. Avoid terms with negative connotations: R-word, sufferer, wheelchair bound, victim.

9. When speaking to someone who uses a wheelchair, sit in a chair at their level or step away so they do not need to strain their neck to maintain eye contact with you.

10. If someone shares their disability with you, seek to understand their lived experience. Recognize that disclosing their diagnosis can be difficult, respect and honor their disclosure

11. If you do not understand what the person with the disability is saying, you should say so. This will be appreciated. Ask the person to repeat or use an alternative phrase if necessary.

12. Provide written and oral instructions whenever possible.

Glossary PDF