Images
Avoid using images that perpetuate common gender stereotypes , such as only men playing sport , or only women carrying out domestic chores .
UNSW is working to create an inclusive culture on campus , which includes promoting diversity as a key strength of our organisation . We need to ensure our language – and the images and videos we use and produce – are inclusive and diverse , and represent all people , including people with disability .
Remember , not all disabilities are visible and disability doesn ’ t always have to be physically represented in imagery .
Disability and Accessibility
Identity-first versus person-first language
The most prominent language divide within disability communities is the divide between person-first and identity-first language .
Person-first language , such as “ people with disabilities '' or “ woman with paraplegia ”, is commonly used by Australian organisations to avoid an unnecessary focus on a person ’ s disability . However , many see people-first language as outdated , implying that disability is something negative or derogatory , and out of line with the social model of disability due to its tendency to overly pathologise .
Many disabled people and self-advocacy networks instead prefer identity-first language , for example “ disabled person ” or “ deaf woman ”, positioning disability as an identity category like any other rather than a biological limitation . This aligns closely with the social model of disability ; that disabled people are only limited by a culture of inaccessibility and negative attitudes .
While modern disability discourse skews toward identity-first language due to its liberationist and social perspective , this is an ongoing debate and the choice is entirely up to the person in question . If you don ’ t know what language a person prefers , just ask .
Intellectual disability
1 . “ Intellectual disability ” and “ people with intellectual disability ” is typically the most appropriate language in Australia .
2 . “ Cognitive disability ” is an appropriate term when referring to a broader umbrella of disabilities .
3 . “ Developmental disability ” is considered pathologising and should typically be avoided .
Language to avoid
1 . “ Disabled ” toilets or facilities – instead use “ accessible ”.
2 . “ Wheelchair-bound ” – wheelchairs liberate and enable mobility ; they do not confine . “ Wheelchair user ” is more appropriate when access must be highlighted .
3 . Language of “ disclosure ” of disability , as this can imply secrecy or shame .
4 . “ Overcoming / triumphing over disability ” which reinforces conceptions of disabled people as inspirational .
5 . Patronising euphemisms such as “ specially abled ”, “ differently abled ”, “ challenged ”, “ special needs ”, “ handicapable ”.
Pay attention to words and expressions that can make their way into everyday speech (“ it fell on deaf ears ”, “ they were blind to the argument ”) as these refer to behaviour and attitude rather than ability . Expressions like “ he is crazy ”, “ that was mental ”, “ she went completely psycho ”, while rarely intended to cause harm , may be upsetting for a person with lived experience of mental illness .
Accessibility
Language is only truly inclusive when it is accessible to everyone , regardless of disability . It must be ensured that Auslan interpreters are present wherever necessary , especially at events or other large gatherings . Likewise , live and closed captioning services are necessary in all video and audio content so that deaf and hard of hearing people are able to receive and understand the language conveyed . This is particularly relevant with the advent of COVID-19 and online lectures and meetings .
In public-facing communications , use the simplest language possible to maximise accessibility . You may wish to consider producing Easy Read versions to make texts accessible to people with intellectual disability .
Writing Style Guide | Equity , diversity and inclusion 23 | Back to contents