When addressing the Abilities community, words matter and people come first
Language (and the questions it forces people to ask and consider) plays an essential role in inclusion and can increase visibility and empathy for groups that have historically been marginalized or misunderstood.
The terminology surrounding disability is changing quickly, prioritizing specificity and sensitivity. In response, the National Center on Disability and Journalism (NCDJ) has created its own style guide, providing background on individual terms and recommendations for usage.
Most of these guidelines rely upon using language that is person-first, essentially asking the person in question how they’d like to be described or referenced whenever possible, or identity-first, describing an individual through the lens of their disability. It’s also important to consider regional differences and consult the appropriate resources, like the Disability Association of Singapore’s glossary or terminology from the United Nation’s Economic and Social Commission for Asia and the Pacific.
Make it happen here.
For people who prefer person-first language, this choice recognizes that a human is a person first. Their disability doesn’t define them. For people who prefer identity-first language, that choice is about empowerment. It indicates their disability isn’t something to be ashamed of, but is, in fact, a part of who they are.
Below are just a few examples from the NCDJ’s style guide – a helpful primer for everyone to consult this Abilities Awareness Month and beyond.
Able-bodied
Background: Some members of the disability community oppose the use of this term because it implies that all people with disabilities lack “able bodies.”
NCDJ recommendation: Words and phrases like “non-disabled” and “does not have a disability” are more neutral choices. Example: Shannon does not have a disability, but her identical twin does.
Abnormal/abnormality
Background: “Abnormality” and “abnormal” can be appropriate when used in a medical context (e.g., “abnormal curvature of the spine” or an “abnormal test result”). However, these terms are widely viewed as derogatory when used to describe an individual.
NCDJ recommendation: Avoid using such words to describe a person. Conversely, avoid describing people without disabilities as “normal” or “healthy.” Instead say: Paolo was diagnosed with an intellectual disability when he was 15 years old.
Addict/addiction/alcoholic/junkie
Background: “Addict” and “alcoholic” are terms that refer to people living with drug addiction, but they put the disease of addiction before the person experiencing it. They also have negative connotations that stigmatize a chronic, uncontrollable medical condition.
NCDJ recommendation: It is acceptable to refer to the disease as “addiction,” though some may prefer “substance abuse disorder.” When referring to someone who misuses drugs and/or alcohol, use “person with a drug addiction” or specify the type of addiction where appropriate. Avoid the term “junkie” outside of direct quotes. Example: Taylor has an addiction to opioids, but they’re in recovery and using their platform to raise awareness about addiction and mental health.
Afflicted with/stricken with/suffers from/victim of
Background: These terms assume that people with disabilities are suffering or have a reduced quality of life. Not every person with a disability suffers, is a victim, or is stricken.
NCDJ recommendation: Use neutral, factual language when describing a person with a disability. Example: Desean has muscular dystrophy.
Crazy/disturbed/insane/mad/psycho/nuts/deranged/unstable
Background: These words were once commonly used to describe people with mental illness but are now considered offensive.
NCDJ recommendation: Do not use these words when reporting on mental illness, unless they are part of a quote that is essential to the story. Specify the condition, when necessary. Example: Tia has bipolar disorder.
Cripple
Background: This term became offensive in the early 20th century and was replaced by “handicapped” and then by “disabled.”
NCDJ recommendation: Avoid using “cripple” as either a noun or verb. Instead, ask the person how they identify and use the terms they use. Example: Aiden’s leg was amputated as a result of a car accident.
Defect/birth defect
Background: Many people consider such terms offensive when describing a disability, as they imply the person is deficient or inferior.
NCDJ recommendation: Avoid using “defect” or “defective” when describing a disability. Instead, state the nature of the disability or injury. Example: Sherry was born with heart disease.
Differently abled/handi-capable/challenged
Background: These terms were popularized in the late 20th and early 21st century as alternatives to pejoratives like “handicapped” and “mentally retarded.” However, these terms are also offensive, because they use euphemistic, patronizing language to describe people with disabilities.
NCDJ recommendation: Avoid using any of these terms to describe someone with a disability. If speaking more generally, use “people with disabilities.” If referring to a specific person, specify the disability (e.g., “person with Tourette’s Syndrome”). When in doubt, ask the person how they identify. Example: People with disabilities sometimes choose to identify with disability-first language.
Disabled people/people with disabilities
Background: The phrase “disabled people” is an example of identity-first language (in contrast to people-first language). It is the preferred terminology in Great Britain and for a growing number of U.S. disability activists. In Asia, the preference is to use “persons/people with disability,” and in the U.S. many disability groups use identity-first terms, specifically the culturally Deaf community and the autistic rights community.
NCDJ recommendation: When describing an individual, do not reference his or her disability unless it is pertinent to the story. If it is pertinent, use language that refers to the person first and the disability second. For example: “The writer, who has a disability” as opposed to “the disabled writer.” When possible, specify the condition and/or ask the disabled person or organizational spokesperson about their preferred terminology. Example: Chris’ organization raises money to help low-income people with disabilities get access to assistive technology.
Handicap/handicapped
Background: This term has fallen out of favor in the disability community.
NCDJ recommendation: Avoid using “handicap” and “handicapped” when describing a person. Instead, refer to the person’s specific condition or use “person with a disability,” unless you’re citing laws, regulations, places or things, such as “handicapped parking.” Example: Charlie is a person with a disability.
High-functioning/low-functioning
Background: “High-functioning” and “low-functioning” are terms used to describe ability levels for people with a variety of conditions, including mental/intellectual disabilities and mental illnesses, but they are not medical diagnoses, and some consider them offensive.
NCDJ recommendation: Avoid using the terms “high-functioning” and “low-functioning.” Instead, use medical diagnoses and describe an individual’s abilities and challenges. Example: Tasha has Asperger’s Syndrome and finds it difficult to pick up on social cues.
Idiot/imbecile/moron
Background: All of these terms are slurs often used to disparage people with mental/intellectual disabilities. These words can have a variety of meanings, but they can be incredibly triggering and offensive to people with disabilities.
NCDJ recommendations: Do not use these terms, as they all align with the slur “retarded.” Even in the context of a direct quote, strongly consider whether repeating them is essential to the story. Specify the disability when absolutely necessary or say, “person with a disability.” Example: Arianna is an advocate for people with autism spectrum disorder.
Invisible disabilities
Background: Although many associate disabilities only with people who use wheelchairs or are missing limbs, this perception is starting to shift as more countries broaden their legal definition of disability, taking action to protect people with both visible and invisible disabilities (e.g., hearing difficulties, mental health conditions, and chronic illnesses).
NCDJ recommendation: Do not apply the term “invisible disability” to a person without asking what they prefer. Many people with chronic illnesses do not consider themselves disabled and thus may be offended by the term. If in doubt, specify the condition. Example: Miriam has fibromyalgia.
Neurodiversity
Background: The term “neurodiversity” was developed to reframe developmental disorders—including autism, ADHD, Asperger’s Syndrome, dyslexia, obsessive compulsive disorder, and Tourette’s Syndrome, among others—as normal variations in the human brain that should be accommodated, instead of deficiencies to be cured or “fixed.”
The umbrella term “neurodivergent” refers to people whose brains process, learn, and behave differently from what is considered standard or typical. Not all neurodivergent people are disabled; some neurodivergent people require extensive accommodations, but many neurodivergent people need few or no accommodations.
NCDJ recommendations: “Neurodiverse” and “neurodivergent” can both be used to describe people with a range of conditions, including autism, but these terms are relatively new, so consider offering definitions when using them. Not everyone will identify with these terms, so identify the specific disorder when necessary or ask for preferred descriptors. Example: Tatiana’s neurodivergence helps her write better code.
Special/special needs/functional needs
Background: The term “special needs” was popularized in the early 20th century during a push for special needs education and is used widely around the world. However, use of the word “special” to describe people with disabilities is now considered patronizing and offensive. As a result, terminology is shifting toward “special education” or “specialized education.”
NCDJ recommendation: Use the term “functional needs” when necessary. Example: Anjali created a program that helps school districts address the functional needs of people with disabilities.