Tips on Speaking Politely and Effectively with Students and Others who have Disabilities

November 15, 2023

There is, as we all know from our own experiences and those of people close to us, great power in words. A well-chosen word can build confidence and a relationship; a poorly-chosen one can do just the opposite. Either outcome, either positive or negative, can be long-lasting for a person with a disability.

Words are crucial when you speak with a student or other person with a disability. The most important thing to remember is to speak to those individuals as you would anyone else. Here are some ideas to consider in those situations, from the National Education Association:

People with disabilities do not need to offer any explanation of their impairment. It is up to them what or whether to share. Even if it is a close friend, they have no obligation to answer any questions.
Do not presume that people with disabilities need help. For example, a person using a wheelchair may not need help with opening a door, carrying a bag, or crossing the street. Always ask before helping someone and clarify how you can best assist them.
Always treat people with disabilities as independent individuals with their own agency. For example, if a person has a sign language interpreter, speak directly to the individual, not the interpreter. Also, don’t make assumptions about what a person with a disability can or cannot do.
Be mindful of personal space and physical contact. When addressing someone using a wheelchair or other mobility device, offer to shake hands as you would with anyone else and make eye contact at the person’s level. Refrain, however, from unexpected touching when someone is using a cane or other assistive device required to support balance.
When interacting with people who have visual impairments, identify yourself and where you are (e.g., “I’m Emily and am sitting across from you”) and let others in a group do the same. Do not presume that the person needs help; you can ask if they need any guidance or support (e.g., “would you like to hold my arm while we walk?”). Remember: This is someone who knows how to best navigate their world. out “We Need Champions” to learn more about other topics and how you can become a champion for disability rights and inclusion.
When talking to someone who is deaf or hard of hearing, use the same tone you would with others, speaking clearly and distinctly to support lip reading. Follow the person’s cues on whether they want to speak or use sign language and an interpreter.
For people with speech disabilities, give your full attention and be patient without being condescending. Do not interrupt or finish the person’s sentences. If you are not sure that you understood, repeat for verification. It’s okay to respectfully ask to use writing or another form of communication if you are having difficulty understanding someone’s speech pattern.
When interacting with a person with a developmental or intellectual disability, do not assume they don’t understand age-appropriate concepts or words. Don’t speak down, over-simplify, or use a baby-like voice.
If a person uses a service animal, do not distract, feed, or pet the animal.
Finally, you don’t need to apologize if you say something that you then find awkward. “See you later” or “I’ve got to run” are common expressions in English and people with sensory and physical impairments use them. An apology might make the situation more uncomfortable.

Following simple courtesy and showing respect for individuals can go a long way to creating an anti-ableist, inclusive, and respectful environment for people with disabilities. These are the kinds of environments we must strive to provide for students in all learning communities. As educators, we must embrace these changes to empower all students, educators, and others with disabilities.

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Tips on Speaking Politely and Effectively with Students and Others who have Disabilities

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