Avoid language , euphemisms and made-up words that seek to make people seem inspirational simply because they experience disability . Avoid language that is meant to inspire others to be grateful for their own non-disabled lives . Avoid media stories where , if the main subject ’ s disability was not mentioned , there would be no hook to the story . While well intentioned , these ways of writing are patronising and can be offensive .
Don ’ t use language that implies people with disability are victims . Remove emotive language and instead offer informative statements without interpretation :
Jane experiences depression . Jane suffers from depression .
Ravi developed multiple sclerosis .
Ravi was struck by multiple sclerosis . Dom has epilepsy . Dom is afflicted with epilepsy .
UNSW Sydney is a member of the Australian Disability Network , which can provide further guidance . A good inclusive language guide about disability is available from the People With Disability Australia ( PWDA ).
Accessibility
Language is only truly inclusive when it is accessible to everyone , regardless of disability . Beyond using inclusive language , content should be made available in ways that enables all members of intended audiences to receive it at the same time . The goal is always to provide the same experience to everyone and ensure the content does not exclude anyone .
Examples of this include :
• Events : Organisers should always ask guests if they have accessibility requirements and provide these as required , be it wheelchair access , Hearing Loop or Assisted Listening , captions ( text displayed on a screen to read ) or Auslan interpreters .
• Video : Live and closed captions are required in online lectures , meetings and videos so that everyone , including deaf and hard of hearing people , can receive and understand the language conveyed .
• Content summary : In public-facing communications , use the simplest language possible to maximise accessibility . You might consider producing Easy Read versions to make texts accessible to people with intellectual disability .
• Documents : There are numerous things to consider for documents , including clear structure , use of appropriate fonts and colours , accessible layout , alternative text for images , descriptive and meaningful hyperlinks , and proper conversion to PDF format .
You can find more on standards and best practice at the UNSW Accessibility page .
See also the NSW government ’ s Digital . NSW page on Communication .
Students from equity cohorts
At UNSW we talk about students who are traditionally underrepresented at the University and in higher education , students from low-SES backgrounds and students from equity cohorts .
Equity cohorts include the following groups :
• low-SES ( socioeconomic status ) backgrounds
• people who attend underrepresented schools
• Aboriginal and / or Torres Strait Islander peoples
• people who reside in regional and remote locations
• Culturally and Linguistically Diverse Migrant and Refugee backgrounds ( CALDM / R )
• people who are living with a disability
• LGBTQIA + communities
• women in non-traditional areas
• people who experience gender-based discrimination
• Audio : Transcripts are required for audio content such as podcasts .
Writing Style Guide | Equity , diversity and inclusion 32 | Back to contents