By Amy Van Aartsen, Chemistry and Public Health graduate student
We’ve all felt nervous to say or do the wrong thing. For me, this is especially true for topics related to diversity and inclusion. As a member of the disability community, I want to share some best practices that I have learned to make my communications inclusive and accessible.
Content warning: ableist language
Use inclusive language
Avoid euphemisms, like “differently-abled”, “handi-capable”, and “special needs”. These are all ways to avoid saying the word disability. Disability is not a bad word!
Avoid the term “McBurney students.” This has the impact of othering students who utilize disability accommodations, and many students are not aware of what “McBurney students” means. We are all UW–Madison students.
Avoid derogatory language, such as:
- “Wheelchair bound”, which denotes that a person is restricted or confined to their wheelchair. Instead, a better term would be “wheelchair user”.
- “Blind grading”. This equates blindness with lack of knowledge; rather, we are using anonymous grading practices.
- “That was so crazy!” Using the words “crazy” or “insane” is a microaggression against individuals who experience mental illness. When we use expressions like this, we don’t mean that someone or something is crazy or clinically insane. Instead, use more precise language, such as “That was so unexpected!”
Avoid judgment. State through observation and facts.
- “She suffers from chronic illness”. A replacement could be: “She experiences chronic illness.”
Person-first and identity-first language are both appropriate to use. In most cases, varying to incorporate both language structures is best practice if you don’t know an individual’s preference.
- Person-first language is used to emphasize the person before the disability: A person with a disability.
- Identity-first is used to emphasize disability as a primary identity. This approach has been reclaimed by the disability community in recent years: A disabled person.
Refer to the Inclusive Language Guide for more information and examples.
Make It Accessible: Design for digital accessibility
- Digital accessibility means ensuring documents, websites, and other digital materials are accessible to everyone. As a starting point, this means that materials are screen reader compatible. Most programs have an accessibility checker built directly into the software to help you create accessible documents. Microsoft PowerPoint and Canvas both have intuitive accessibility checkers for new learners.
Use an accessibility tagline statement for event announcements
- Accessibility taglines are used to share how individuals can request an accommodation for an event. Incorporating an accessibility tagline in your event announcement can help facilitate open communication and ensure individuals know you are receptive to ensuring their access needs are met.
- For any specific questions about facilitating or funding for disability accommodations, please reach out to UW–Madison’s ADA Coordinator at ada_coordinator@wisc.edu
If you want to learn more about this topic, please check out the many accessibility training opportunities offered at UW–Madison.
Accessibility is a shared responsibility, and it takes all of us as a university community to ensure everyone has equal access. Thank you for taking the time to make UW accessible and inclusive for everyone.
Tips for Grads is a professional and academic advice column written by graduate students for graduate students at UW–Madison. It is published in the student newsletter, GradConnections Weekly.