Communication and Etiquette

One of the most important, yet difficult to define areas of working with others is our attitude towards people with a disability. Peoples’ attitudes affect the way buildings are designed, the way laws are enacted, the way people are treated, and the way people feel in relation to belonging to a group. Attitudes can also impact on whether people feel they have a right to be in a particular place or undertake a particular task.

Clearly, it is important to maintain a positive attitude towards students with a disability. Key features of a positive attitude include:

• Treating all people as equals
• Focusing on what people can do
• Recognising individuality
• Consulting with the person directly about issues that affect them
• Fostering participation and inclusion
• Respecting rights and confidentiality
• Providing access to services
• Displaying attitudes and actions that recognise people with a disability are in charge of their own lives, have abilities and rights
• Focusing on the person, rather than the disability
• Using appropriate language and refraining from labelling people or situations

Language

Students with a disability have the same needs and expectations as all students. They attend classes, pay fees and are expected to fulfil the same academic requirements as any other student. Therefore, the language that university staff use should reflect this. For example:

When we are referring to a student with a disability, there is no need to comment or mention the disability unless it is directly relevant to the conversation;

Use ‘people-first’ language. Try to avoid referring to a person as ‘the disabled student’, or ‘the paraplegic’. Appropriate terminology would include:

• Person with a disability
• Person with a hearing impairment
• Student who is deaf
• Person with cerebral palsy

Try to avoid differentiating between individuals or groups by using terms like ‘normal students’ vs. ‘students with a disability’. For example, instead of saying “the ramp to the building means that the building is accessible for students with a disability as well as normal students”, it is preferable to say, “the ramp means that the building is accessible”, or “the ramp to the building means that everyone can access the building”;

Try to use language that is not emotive -eg. “the student who has cancer” rather than “the student suffers from cancer”: “the student who has cerebral palsy” rather than “the student is a cerebral palsy victim".

As previously mentioned do not make assumptions about someone.

If someone will not look directly at you they may have ASD and feel very uncomfortable maintaining eye contact.

If someone appears distracted they may be very anxious.

If someone asks you the same thing more than once they may have problems retaining information because of a brain injury or a specific learning difference.

In summary

Many of the strategies mentioned are useful when talking to anybody. We all take in information at different rates and in different ways. If one approach does not seem to be helpful then try a different one. For example you can tell someone about something or you can show them or you can point them to a relevant webpage or you can write it down.

Remember, we often disadvantage people or make them disabled by the way in which we deliver a service.