chapter 2
Talking With and About Disabled People
Language and behavior matter, but you do not need to know everything to be respectful. Listen to how people describe themselves, avoid assumptions, and be open to correction. When someone’s preference is relevant and you do not know it, you can ask respectfully—without asking them to disclose personal or medical information.
Disability communities are diverse. No single term, preference, or experience represents everyone.
Person-first and identity-first language
Person-first language
- “a person with a disability”
- “a person with an intellectual disability”
- “a person with epilepsy”
This language emphasizes the person before the disability and is common in medical, educational, and policy settings. Some people prefer it.
Identity-first language
- “a disabled person”
- “an autistic woman”
- “a Deaf engineer”
- “a blind artist”
Many people and communities prefer identity-first language because disability is an important part of their identity, culture, or experience—not something separate from who they are.
Both can be respectful. Follow the language a person uses for themselves. When writing about a group, you can use both “disabled people” and “people with disabilities” unless that community has expressed a clear preference.
If you need to ask, try: “What language do you prefer?” Then respect the answer without requesting an explanation.
Words: a quick guide
| Use | Avoid |
|---|---|
| disabled person / person with a disability | handicapped, differently abled, special needs |
| non-disabled person | normal person, healthy person |
| wheelchair user / person who uses a wheelchair | wheelchair-bound, confined to a wheelchair |
| Deaf person / hard-of-hearing person | hearing-impaired, deaf-mute |
| blind person / person who is blind / person with low vision | visually challenged, “the blind” |
| autistic person / person with autism | suffers from autism, high- or low-functioning |
| person with an intellectual or developmental disability | mentally challenged, slow |
| person with a mental health disability or condition | crazy, unstable, mentally ill person |
| person with a chronic illness | victim, sufferer |
| accessible parking / accessible restroom | handicapped parking, disabled toilet |
| service dog / working service animal | pet, emotional support animal when referring to a trained service animal |
| communication device / AAC device | talking machine |
Preferences vary. For example, some people use “Deaf,” “deaf,” “hard of hearing,” “disabled,” “neurodivergent,” or “mad” as specific cultural or personal identities. Use the language people choose for themselves.
Avoid portraying disability as automatically tragic, heroic, or inspirational. Disabled people have full, complex lives. Focus on their actions, ideas, and accomplishments—not simply the fact that they live with a disability.
Do · Don't
Do
- • Speak directly to the person—not only to their interpreter, support professional, caregiver, or companion.
- • Ask before helping: “Would you like assistance?” If they say yes, ask how you can help.
- • Respect a person’s answer if they decline assistance.
- • Ask where someone would be most comfortable talking rather than assuming you should reposition yourself.
- • Introduce yourself when approaching someone who may not be able to see you, and say when you are leaving.
- • Identify yourself when speaking in a group when that would make the conversation easier to follow.
- • Use everyday phrases such as “see you later” or “did you hear about…?” Disabled people use common idioms too.
- • Make physical and conversational space for everyone to participate.
- • Give people time to speak, type, sign, process information, or use a communication device.
- • Ask about access needs without requiring someone to explain their diagnosis.
Don't
- • Touch or move someone’s wheelchair, cane, walker, communication device, or other mobility or access equipment without permission. These devices are part of their personal space.
- • Pet, call to, feed, or distract a working service animal.
- • Assume someone needs help based on how they move, communicate, or complete a task.
- • Shout at Deaf or hard-of-hearing people. Face the person, speak clearly, and ask what form of communication works best.
- • Pretend to understand. You can respectfully say, “I didn’t catch that. Could you please repeat or rephrase it?”
- • Ask about someone’s diagnosis, medical history, or “what happened” unless they choose to share it.
- • Grab, push, or guide someone without permission. If assistance is requested, ask how they would like you to help.
- • Speak for someone or finish their sentences.
- • Assume that a disability is visible—or that someone who appears non-disabled does not have access needs.
Working With Interpreters and Captioners
At this hackathon, you may meet ASL interpreters, Deaf interpreters, live captioners, and other communication-access professionals. They help make communication accessible, but the disabled person remains the primary participant in the conversation.
- Look at and address the Deaf or hard-of-hearing person—not the interpreter or captioner.
- Speak at a clear, conversational pace. The interpreter or captioner may ask you to pause, slow down, or repeat something.
- Allow only one person to speak at a time during group conversations.
- Pause after questions, jokes, laughter, or applause so everyone has time to receive and respond to the information.
- Share slides, notes, names, specialized terms, and discussion questions in advance whenever possible.
- Keep your face visible and avoid speaking while turned away from the group.
- Do not ask an interpreter to provide opinions, explanations, or personal information about the person they are interpreting for.
- Remember that captions and interpretation support access, but they may not capture every part of a conversation perfectly.
Accessibility is a shared responsibility. The goal is not to say everything perfectly—it is to listen, remain open to feedback, and help create an environment where everyone can participate fully.