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The Learning Portal - College Libraries Ontario

Inclusive Writing

Inclusive Writing

Disabilities

What is disability?

The Ontario Human Rights Code defines disability as a "broad range and degree of conditions, some visible and some not visible. A disability may have been present from birth, caused by an accident, or developed over time. There are physical, mental and learning disabilities, mental disorders, hearing or vision disabilities, epilepsy, drug and alcohol dependencies, environmental sensitivities, and other conditions."

What is ableism?

Ableism is a belief that sees people without disabilities as normal, and people with disabilities as abnormal or inferior. Ableism can be intentional or unintentional. Examples of ableism include:

  • Creating websites which are not accessible to people with visual disabilities.
  • Using terminology that is not disability-inclusive or promotes stereotypes about people with disabilities.
  • Designing spaces which are not accessible to everyone.

 

Person-first Language & Identity-first Language

It's important to be respectful of a person's preference when it comes to using person-first language, or identity-first language. Both approaches are acceptable and will depend on the person or group that you are writing about so it's always best to ask whenever possible.  

 Person-first

Person-first language focuses on the person and puts less emphasis on the disability or diagnosis. For example:

  • A person who uses a wheelchair
  • A person who is blind
 Identity-first

Identity-first language places emphasis on the disability. Some individual and groups may prefer identity-first language since they view their disability as an important part of their identity. For example:

  • Wheelchair user
  • A blind person

 

Disability-inclusive Language

It's important to recognize that the preferred terminology is unique to each person. If you're not sure, it's best to ask the language the the individual prefers. When writing, it's also important to consider if it is essential to refer to a person's disability. If it's relevant, use respectful and inclusive terms that do not stereotype, exclude, or discriminate.

The following are only a few of the recommendations from the United Nations Disability-inclusive Communication Guidelines and Government of Canada's A Way With Words

Instead of using... Consider...
Disabled person, the disabled, handicapped, person with special needs, invalid, person living with a disability, differently abled, people of all abilities, those with disabilities  Person with a disability / Persons with disabilities
Person with [type of disability]
People with disabilities (only in easy-to-read documents, informal text, and oral speech)
Normal, healthy, able-bodied, typical, whole, of sound body/mind Person(s) without a disability
Suffer from, afflicted by, stricken by, troubled with, who has trouble with, affected by, victim of Person(s) with a disability
Retarded, simple, slow, brain-damaged, intellectually challenged, mentally handicapped, mentally retarded Person with an intellectual disability 
Insane (unsound mind), lunatic, maniac, mental patient, mentally diseased, mentally ill, crazy, psycho, neurotic, psychotic

Person with a mental health disability

Note: If relevant to the story, you can specify the type of disability. For example, "person who has depression".

The deaf, deaf-mute, deaf and dumb Deaf person 
Person who is deaf


Note: Culturally-linguistically deaf people (that is, sign language users) are properly identified as "the Deaf" (upper-case "D"). People who do not use sign language are properly referred to as "the deaf" (lower-case "d") or "persons who are deaf."
The blind, partially sighted, the visually impaired Blind person
Person who is blind
Person with a vision/visual impairment
Crippled, invalid, deformed, lame, handicapped, physically challenged, person with physical limitations, limp, person with physical difficulty, home-bound, bedridden Person with a physical disability
Confined/restricted to a wheelchair; wheelchair-bound Wheelchair user
Person who uses a wheelchair
Person using a mobility device
Disabled/handicapped parking
Handicapped bathroom
Accessible parking
Accessible bathroom

Avoiding Stereotypes and Clichés

When writing, it is best to avoid terms and expressions which could perpetuate stereotypes and generalize people based on disabilities. This includes:

  • Categorizing people with disabilities as heroic or tragic. For example, referring to a person with disability as inspirational.
  • Using terms that exclude people with disabilities, or refer to them as a burden or victim. For example, using words such as suffers from, defective, or incompetent.  

Reconsider Common Expressions

Certain common expressions, terms, and metaphors relating to disabilities can be disrespectful, stereotypical, or insensitive. The following are a few examples from the Glossary of Ableist Phrases.  

Instead of using... Consider alternatives such as...
Crazy, cuckoo, insane, lunatic, psycho Wild, confusing, unpredictable, impulsive, reckless, fearless, lives on the edge, thrill-seeker, risk-taker, out of control
Crippled by, paralyzed by Frozen by, stopped by, completely stuck
Depressed / depressing (when not referring to someone experiencing depression) Sad, upsetting, disappointing, devastating, frustrating, tragic, sad reminder
Dumb Dense, ignorant, lacks understanding, impulsive, risk-taker, uninformed, silly, foolish
Lame, retarded, stupid Uninformed, reckless, impulsive, ignorant, narrow-minded
OCD (when not referring to someone with obsessive-compulsive disorder) Meticulous, high-strung, hyper-focused, type A personality
Turn a blind eye Turn their back on, deliberately ignoring

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Accessible Writing

Inclusive writing includes creating content that is accessible to everyone. The following are a few accessible writing tips from the module Creating Accessible Documents:

  • Make your text easy to read - Consider the font size and style. Sans-serif fonts, such as as Arial, are generally easier to read than serif fonts, such as Times New Roman.
  • Limit formatting such as Italics, bold, and underline.
  • Format your content logically, such as using headings as needed.
  • Always include alt text for images.
  • Use descriptive links. Avoid using "click here" or pasting the full URL. Instead, describe the link. For example, "search Seneca Libraries for more resources".
  • Make your content available in more than one format. For example, you may want to create a text summary for the information in an infographic to make the content easier to read using a screen reader.