Disability is any condition of the body or mind (impairment) that makes it more difficult for the person with the condition to do certain activities (activity limitation) and interact with the world around them (participation restrictions).

Neurodiversity is used to describe a variety of conditions related to cognitive abilities. It applies to conditions such as autism, dyslexia, dyscalculia, attention deficit hyperactivity disorder (ADHD), and obsessive-compulsive disorder (OCD).

The experience of persons with disabilities in society has been explained using different models of disability, which illustrate why societies have given certain roles to persons with disabilities at a given time and in a given context.

The charity model of disability considers persons with disabilities as passive objects of kind (charitable) acts or welfare recipients only, rather than as empowered individuals with equal rights. Under this model, disability is an individual's problem, and persons with disabilities are not considered capable of providing for themselves on account of their impairments; rather, they are considered as a burden on society, which bestows its benevolence on them. Persons with disabilities, under this perspective, are considered the objects of pity, dependent on the goodwill of others, and are thereby disempowered and not in control of their own lives, participating little or not at all in society. The effect of this model is that society's responses are limited to care and assistance, with individuals being reduced to recipients of charity and welfare only, instead of its guaranteeing them the enjoyment of their rights.

The medical model of disability considers persons with disabilities as objects of treatment, as patients to be cured, and disability as a medical problem that needs to be solved or an illness that needs to be treated. Under this model, disability resides in the individual and doctors know best how to correct and manage any impairment, regardless of the consent, will and preferences of the individual. Persons with disabilities, under this model, are considered to deviate from the physical and mental norms and their behaviors and attitudes are pathologized. The effect of this model is that society's responses seek to normalize and diminish impairments as a means to enabling participation, instead of removing barriers.

The social model frames disability as the consequence of the interaction of the individual with an environment that does not accommodate that individual's differences. This lack of accommodation impedes the individual's participation in society. Inequality is not due to the impairment but to the inability of society to eliminate barriers challenging persons with disabilities. This model puts the person at the center, not his/her impairment, recognizing the values and rights of persons with disabilities as part of society. This paradigm shifts disability as not a "mistake" of society but an element of its diversity. Disability is a social construct—the result of the interaction in society between personal factors and environmental factors. Disability is not an individual problem but the outcome of a wrong organization of society.

General Principals:

• Use people-first language

People-first language is the most widely accepted language for referring to persons with disabilities. It is also the language used in the Convention on the Rights of Persons with Disabilities. People-first language emphasizes the person, not the disability, by placing a reference to the person or group before the reference to the disability. For example, we can use expressions such as "children with albinism", "students with dyslexia", "women with intellectual disabilities" and, of course, "persons with disabilities".

However, the people-first rule does not necessarily apply to all types of disabilities. There are some exceptions. For example, when referring to persons who are blind, we can say either "blind persons" or "persons who are blind", and the same applies to deaf or deafblind persons.

If in doubt, you should ask the person or group how they choose to identify. Indeed, persons with disabilities are not a homogeneous group, and they may self-identify in various ways. These identities should be respected and recognized. However, as this rich diversity of identities may hinder efforts to establish unified terminology, these guidelines recommend terminology that is commonly used and accepted.

• Avoid labels and stereotypes

Disability is a part of life and of human diversity, not something to be dramatized or sensationalized. Persons with disabilities should therefore not be portrayed as inspirational or "superhuman". This language implies that it is unusual for persons with disabilities to be successful and productive and to live happy and fulfilling lives.

Descriptions of persons with disabilities as "courageous" or "brave" or as having "overcome" their disability are patronizing and should be avoided. Persons with disabilities are the same as everyone else in terms of talents and abilities

• Do not use condescending euphemism

Some expressions have gained popularity over time as alternatives to inappropriate terms. However, many of them reflect the misguided idea that disability needs to be softened. We should therefore not use terms such as "differently abled", "people of all abilities", "disability" or "people of determination", as they are all euphemistic and can be considered patronizing or offensive. For example, "differently abled" is problematic because, as some advocates note, we are all differently abled. Euphemisms are, in fact, a denial of reality and a way to avoid talking about disabilities. "Persons with disabilities" is a more neutral term than "differently abled".

The term "special" used in relation to persons with disabilities is commonly rejected, as it is considered offensive and condescending because it euphemistically stigmatizes that which is different. This term should not be used to describe persons with disabilities, including in expressions such as "special needs" or "special assistance". We recommend more neutral or positive language when possible, such as "tailored assistance". The expression "special education" is also widely used to refer to school programs, but this term carries negative connotations since it usually refers to segregated education.

Disability Sensitivity Training Video:

Hiring and Supporting Neurodiversity in the Workplace- View Here

Adapted from the following resources:
United Nations (2020). Disability Inclusion Strategy: The United Nations Disability-Inclusive Communications Guidelines. Retrieved from https://www.un.org/sites/un2.un.org/files/un_disability-inclusive_communication_guidelines.pdf
Yale University Accessibility Resources Page. https://accessibility.yale.edu/

Download SOM Disability Inclusive Guide here.