Disability Etiquette, Language, and Inclusive Communication - WVU Workshop Notes (SLIDES WEEK 1)

Extra Credit Opportunity: Workshop Details

  • Developing Competitors and Mental Wellness Through Positive Coaching Workshop
  • Date: Sept 23rd (Tuesday)Sept\ 23^{\mathrm{rd}}\ \left(\text{Tuesday}\right)
  • Time: 12:30–2:00 PM12:30\text{--}2:00\ \text{PM}
  • Location: G06
  • Institution: West Virginia University

Disability Etiquette Basics

  • Be patient and be considerate of extra time needed
  • Ask if they need assistance
  • Don’t be embarrassed if you happen to use common expressions like “see you later” or “I’ve got to run”
  • Ask permission before touching
  • Treat adults accordingly
  • Look directly at person and speak clearly

Communication and Preference

  • When you’re unsure of what to say, or how to say something: Ask what they would prefer.
  • Keep in mind, one person’s preference doesn’t apply to everyone.
  • Presume competence. Use strength-based language.
  • Golden Rule: Treat others as you would like to be treated; tailor communication with respect and dignity.

Language: Outdated vs. Respectful Terminology

  • Outdated, disrespectful language:
    • Dumb
    • Invalid
    • Deaf - and - dumb
    • Retarded
    • Special
    • Differently-abled
    • Challenged
    • Spaz
    • Cripple
    • Wheelchair bound
    • Handicap-able
  • Prompt: Why do you think this language is disrespectful?
  • Note: These terms dehumanize, reinforce stigma, and reduce the person to the disability rather than their whole identity.

Preferred, Respectful Language

  • Person with a disability
  • Person with cognitive disability
  • Wheelchair user
  • Deaf individual, person who is hard of hearing
  • Someone of short stature, Little Person
  • Accessible parking spot
  • Rationale: Focus is on the person first or accurately describing the condition without demeaning connotations; avoid stigmatizing or euphemistic terms.

Person-First Language

  • Acknowledging or mentioning the person you are referring to prior to the descriptor of the impairment.
  • Examples:
    • a person with a visual impairment
    • a person who uses a wheelchair
    • a person with a cognitive impairment

Identity-First Language

  • Identity-first language emphasizes that the disability plays a role in who the person is, and reinforces disability as a positive cultural identifier
  • Examples:
    • Deaf women
    • Autistic athlete
    • Disabled student

Nonverbal Language

  • Approachable body language
  • Maintain normal eye contact; focus on person, not any mobility devices or personal aides
  • Be expressive when talking
  • Be aware of personal space

Building Comfort and Confidence

  • How can we make our students and athletes with disabilities feel more comfortable around us?
  • How does our confidence (or lack of confidence) affect our students and athletes?
  • Practical implications:
    • Use inclusive greetings, open body posture, and affirming language
    • Adapt communication to individual preferences
    • Provide opportunities for participation and feedback

Information Delivery Differences

  • Take time to engage
  • Don’t shout
  • Specific and descriptive
  • Reduce use of “fluff”
  • Check for understanding
  • Ask clarifying questions, ask person to repeat themselves
    • Phrases to use:
    • “could you repeat that again?”
    • “did I hear you say this…?”

Slide/Media References

  • CBS ORIGINAL
  • SURVIVOR
  • WVU branding appears on slides (as shown in Page 12)

Learning Outcomes

  • Understand the rights and needs of individuals with disabilities in a physical education, sport, and recreation settings.
  • Understand the roles and responsibilities as a professional to advocate for individuals with disabilities.