Refer to a person ’ s disability only when necessary and relevant , and don ’ t define people by one |
attribute alone . |
people with disability |
the disabled |
people with epilepsy |
epileptics |
D / deaf people |
people who are deaf |
person with paraplegia |
paraplegic |
person with quadriplegia |
quadriplegic |
person of short stature |
dwarf , midget |
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 Network on Disability , which can provide further guidance . A good inclusive language guide about disability is available from the People With Disability Australia (
PWDA ). person with cognitive disability , person with intellectual disability intellectually challenged
Age person with learning disability special needs person with a brain injury brain-damaged
person with psychosocial disability , person manic , mentally unstable , psychotic , with a mental health condition , person psychopathic with [ insert name of their condition , if you know it and you have their permission to disclose it ]
person without disability , able-bodied , abled , healthy , well , normal non-disabled person
Age is often an overlooked aspect of inclusive language , but it is still relevant considering the diversity of ages present at the University . Terms such as older people , people who are older , and older adults are neutral and should be used instead of “ people who are ageing ” or “ the ageing ”. Likewise , avoid negative stereotyping and categorical cut-offs – for example “ the elderly ”.
Equally , terms such as “ kids ” are patronising and should be replaced with adequately mature language such as “ young people ” and “ youth ”.
Never assume a person ’ s skills , capabilities , or experience based on their age , e . g . assuming that older people are less computer literate , or that young people are inexperienced . autistic person , person with autism , person on the autism spectrum , neuroatypical , neurodivergent
People who use a wheelchair or mobility device high functioning autism , profoundly autistic
Wheelchair-bound , confined to a wheelchair
Contacts and support
If you have a general question about using inclusive language or need advice please contact the Division of Equity Diversity & Inclusion on + 61 2 9385 3702 or email
edi @ unsw . edu . au .
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 .
Writing Style Guide | Equity , diversity and inclusion 24 | Back to contents