On Language and Disability: Some Considerations
Person-first, Identity first and more. Ask.
The two primary ways that we identify with disability in language are
person first (person who uses a hearing aid) and
identity first (
Sandra Mae Frank is a Deaf actor). Both options have implications for how we, as a community, think about disability, and it is important, when working with individuals to glean their preference for either centering on identity, or identifying as a person first, which can create distance, especially based on their lived experiences to date. Someone with a person-first perspective may state, "I identify as a person with a disability to separate my Self from the stereotypes and stigma that others associate with disability."
When referencing disability, naming it explicitly is important. Accessibility and Disability Services and Student Disability Services embrace the word "disability" and work with people with any health condition that may qualify as a disability, regardless of how the person self-identifies. In the same vein, avoid coming across as condescending by not using euphemisms such as handi-capable, diverseability or differently-abled. We agree with Lawrence Carter Long's
#Say the Word Campaign. Other terms have been retired or don't apply in higher education where the emphasis is access and
on not being "Special" and acknowledging that
"handicap" is very Last Century.
The following resources (many with direct links to content) were informed by recent communications from our professional association the Association of Higher Education and Disability/AHEAD. If you would like to explore further, check out these links and books:
● Becoming Disabled: Rosemarie Garland-Thomson*, New York Times, 2016
● Being Heumann: An Unrepentant Memoir of a Disability Rights Activist: Judy Heumann (Beacon, 2020)
● Brilliant Imperfection: Grappling with Cure: Eli Clare (Duke UP, 2017)
● Claiming Disability: Knowledge and Identity, Simi Linton (NYU Press, 1998)
● Disability as Diversity: Lilah Burke, Inside Higher Ed., 2020
● Disability Visibility Project: Alice Wong
● Disabled: Just Say the Word: Barbara J. King, NPR, 2016
● Disabled Person or Person with a Disability: Annie Elainey
● Guidelines: How to Write About People with Disabilities, University of Kansas, Research and Training Center on Independent Living
● Guidelines for Writing About People with Disabilities: ADA National Network
● Identity-First Language: Autistic Self Advocacy Network (ASAN)
● Language and Disability: Explore Access, UA Partners for Inclusive Communities
● The Language of Disability Activity: Disability as Diversity Toolkit, Explore Access, UA Partners for Inclusive Communities
● Language Guide: Disability Cultural Center, Syracuse University
● Leaving Evidence (blog): Mia Mingus
● PC Labels Do a Disservice: Stephen Stern, Inside Higher Ed., 2020
*Rosemary Garland-Thomson came to UMBC as a speaker for the Dresher Center's Humanities Forum on May 8, 2019
A photo of Scrabble letters stating "choose your words" illustrates this post. Credit: Brett Jordon via unsplash.com
Are your Microsoft Word documents accessible to every student in your course? Instructors routinely upload Word docs into their course, but this doesn't mean that every student has the same opportunity to access the materials, based on an individual's abilities. Come see what this is about with Instructional Technology's training on Thursday October 31st at 11:30 in ENG 102. Follow the link below to reserve your space and get it on your calendar.
Microsoft Word is widely used for document creation and distribution. Unfortunately, students with disabilities are often faced with an array of challenges when accessing Word documents. According to the Quality Matters rubric for assessing courses, “course design [and content] should reflect a commitment to accessibility and usability for all learners, ensuring they can access all course content and activities.”
Join us to learn how you can make your Word documents more accessible. Remember: accessible content is good content!
Objectives
Upon completion of the workshop, participants will be able to:
- Update to the latest version of Microsoft Office through UMBC's Office 365 license
- Utilize headers, formatting tools, and text styles rather than stylizing text
- Modify alt text on images and shapes for screen-readers
- Explain the importance of layout stylization and its impact on accessibility, like creating table headers, or splitting text into multiple columns
- Review accessibility through the Read Aloud, Check Accessibility, and Ally tools
About Ally
Accessible Content Ally Badge
Instructional Technology will be awarding the Accessible Content Ally Badge to instructors who complete all of the following trainings:
- Making Word Docs Accessible -- 1 training OR 1 webinar
- Making PowerPoints Accessible -- 1 training OR 1 webinar
- Making PDFs Accessible -- 1 training OR 1 webinar
- Any Ally Orientation -- 1 training OR 1 webinar