NM

Kin lecture 1

Language and Its Importance in Society

Overview

  • Language serves as a fundamental instrument within society and is deeply intertwined with its philosophical and political conditioning.

    • Cited Source: United States. Congress. Senate. Committee on Interior and Insular Affairs. Subcommittee on Parks and Recreation (1967, p.711).

  • The influence of language on societal attitudes is significant and often unrecognized.

    • Quote: "… people do not realise the extent to which their [attitudes] have been conditioned since early childhood by the power of words to ennoble or condemn, augment or detract, glorify or demean."

    • Negative language can influence individuals subconsciously from the early stages of speech development.

    • Prejudice is deeply ingrained, affecting societal perceptions: "Prejudice is not merely imparted or superimposed. It is metabolized in the bloodstream of society."

  • The focus should be placed not solely on language change but rather on enhancing awareness of the power of words to condition attitudes.

Objectives

  • Reflect on the language used to articulate the lived experiences of disability.

  • Consider how language influences and constructs notions surrounding disabilities.

Navigating Language

  • Language can be complex and sensitive; individuals often hesitate to use certain terms for fear of offending.

  • Personal Experience: The speaker has engaged in discussions regarding language use within disability courses.

  • Different Disciplines: Each field has its terminology regarding individuals with disabilities.

    • Examples from various disciplines:

    • Clinical settings: referred to as 'clients.'

    • Physical therapy: referred to as 'patients.'

    • Community settings: referred to as 'participants.'

    • Education: referenced as 'special education' students.

  • Emphasis on Respect:

    • While terminologies may differ, respect for both the discipline and the individual remains paramount.

People-First Language vs. Identity-First Language

Definitions and Concepts

  • People-First Language:

    • Emphasizes the individual before the disability.

    • Example: "person with a disability" instead of "disabled person."

  • Identity-First Language:

    • Indicates that the individual sees their disability as a core part of their identity and takes pride in it.

    • Example: "Disabled person" instead of "person who has a disability."

  • The choice of language should ultimately be determined by the preferences of individuals with disabilities.

    • Current Recommendations:

    • People-first language is suggested for use by those without disabilities and in professional contexts discussing individuals with disabilities.

    • Source: Northwest ADA Center, 2021.

The Role of Mass Media

Mass Media Definition

  • Refers to communication forms reaching a large audience, including written, broadcast, and spoken mediums (e.g., newspapers, magazines, television, the internet).

Functions of Mass Media

  • The role of mass media is threefold:

    • To provide news and information.

    • To educate the populace.

    • To entertain.

Media in the Age of Information

  • Access to news and information is instantaneous, allowing people to become educated and form opinions rapidly.

  • The influence of media can significantly shape opinions on politics, culture, religion, and disability, a phenomenon known as 'mediated culture.'

    • Definition: Media simultaneously reflects and shapes societal culture.

Classroom Activity

Discussion Points

  • In small groups (4 to 5), discuss the following:

    • How individuals with disabilities have been described in various settings (grade school, university, work, community).

    • Consider thoughts on person-first vs. identity-first language.

  • Prepare a list of words/labels used to describe individuals with disabilities and categorize them into:

    • "Acceptable"

    • "Sometimes Acceptable"

    • "Never Acceptable"

Language Use Recommendations

Appropriate Language

  • USE: Person with a disability, disabled

    • AVOID: Cripple, handicapped, handicap, invalid.

  • USE: Person who has, person with (e.g., person who has cerebral palsy or person who has vision loss)

    • AVOID: Victim, afflicted with (e.g., victim of cerebral palsy).

  • USE: Uses a wheelchair

    • AVOID: Restricted or confined to a wheelchair, wheelchair bound.

  • USE: Deaf, deaf, Hard of Hearing

    • AVOID: Hearing Impaired, Deaf-mute, Deaf and dumb.

  • USE: Disabled since birth, born with

    • AVOID: Birth defect.

  • USE: Psychiatric history, psychiatric disability, emotional disorder, mental illness, consumer of mental health services

    • AVOID: Crazy, insane, mental patient, wacko, a lunatic, a psychotic, a schizophrenic.

  • USE: Epilepsy, seizures

    • AVOID: Fits.

  • USE: Learning disability, intellectual disability, developmental disability, cognitive disability, ADD/ADHD

    • AVOID: Mental retardation, slow, retarded, lazy, stupid, underachiever.

Words to Avoid

  • Terms to eliminate from use include:

    • Abnormal

    • Burden

    • Condition

    • Deformed

    • Differently abled

    • Disfigured

    • Handicapable

    • Incapacitated

    • Imbecile

    • Palsied

    • Pathetic

    • Spastic

    • Stricken with

    • Suffer

    • Tragedy

    • Unfortunate

    • Victim

    • Manic

    • Maimed

    • Madman

    • Moron

    • Physically challenged

    • Pitiful

    • Retard

Respectful Interactions

  • Language should portray individuals with disabilities in a dignified manner, respecting their personhood.

    • Emphasize being a person first, discussing disabilities only when relevant.

    • Avoid label-based descriptors like "the deaf," "the blind," and terms that denote pity or guilt.

    • Ensure descriptions focus on abilities rather than disabilities (e.g., "uses a wheelchair" instead of "confined to a wheelchair").

  • Avoid sensationalizing achievements by overly dramatizing narratives (e.g., using terms like 'courageous' or 'against all odds').

Practical Application

Considerations for Language Use

  • Reflect on the language you will apply in various settings:

    • During assignments and in-class interactions.

    • At practicums and during real-life engagements with clients or program users.

    • In written communication (assessments, reports, promotional materials, websites, and more).

Important Reflective Questions

  1. Why is it essential to utilize person-first language (e.g., 'a person with a disability' vs. 'a disabled person') when discussing disabilities?

    • Consider the impact on inclusion and societal perception.

  2. How can professionals in sport, recreation, and leisure settings use inclusive language to create a welcoming environment for people with disabilities?

Important Reminders

  • Ensure the awareness of practicum locations and requirements for effective engagement in related activities.