| Physical Demand | ADA-Compliant Words | Job Description Language Examples |
|---|---|---|
| Stand or Sit | Stationary position | Must be able to remain in a stationary position 50% of the time. |
| Walk | Move, Traverse | The person in the position needs to occasionally move about inside the office to access file cabinets, office machinery, etc. |
| Use hands/fingers to handle or feel | Operate, Activate, Use, Prepare, Inspect, Place, Detect, Position | Constantly operates a computer and other office productivity machinery, such as a calculator, copy machine, and computer printer. |
| Climb (stairs/ladders) or balance | Ascend/Descent, Work atop, Traverse | Occasionally ascends/descends a ladder to service the lights and ceiling fans. |
| Stoop, kneel, crouch, or crawl | Position self (to), move | Constantly positions self to maintain files in file cabinets |
| Talk/hear | Communicate, Detect, Converse with, Discern, Convey, Express oneself, Exchange Information | The ability to communicate information and ideas so others will understand. Must be able to exchange accurate information in these situations. |
| See | Communicate, Detect, Converse with, Discern, Convey, Express oneself, Exchange information | The ability to communicate information and ideas so others will understand. Must be able to exchange accurate information in these situations. |
| Carry weight, lift | Move, Transport, Position, Put, Install, Remove | Frequently moves boxes weighing up to 20 pounds across office for various needs. |
| Exposure to work | Exposed, Work around | Constantly works in outdoor weather conditions. |
Choosing language that emphasizes what people can do instead of what they can't do is empowering.
| Use | Don't Use |
|---|---|
| Person who uses a wheelchair | Wheelchair-bound; confined to a wheelchair |
| Person who uses a communication device; uses an alternative method of communication | Is non-verbal; can't talk |
People with disabilities are, first and foremost, people. Labeling a person in a way that defines them by their condition can be disrespectful and dehumanizing. A person isn't a disability, condition, or diagnosis; a person has a disability, condition, or diagnosis. This is called Person-First Language.
| Use | Don't Use |
|---|---|
| Person with a disability, people with disabilities | Disabled person; the disabled |
| Man with paraplegia | Paraplegic; paraplegic man |
| Person with a learning disability | Slow learner |
| Student receiving special education services | Special education student |
| A person of short stature or little person | Dwarf, midget |
People with disabilities have different preferences when referring to their disability. Some people see their disability as an essential part of who they are and prefer to be identified with their disability first, this is called Identity-First Language. Others prefer Person-First Language. Examples of Identity-First Language include identifying someone as a deaf person instead of a person who is deaf, or an autistic person instead of a person with autism. The best way to know for sure is to ask the person politely and directly.
Do not use language that portrays the person as passive or suggests a lack of something, i.e. victim, invalid, defective.
| Use | Don't Use |
|---|---|
| Person who has had a stroke | Stroke victim |
| Congenital disability | Birth defect |
| Person with epilepsy | Epileptic |
| Person with a brain injury |
Brain damaged |
| Burn survivor | Burn victim |
Use language that emphasizes the need for accessibility rather than the presence of a disability.
| Use | Don't Use |
|---|---|
| Accessible parking | Handicapped parking |
| Accessible restroom | Disabled restroom |
Do not use condescending euphemisms. Terms like differently-abled, challenged, handi-capable, or special are often considered condescending.
In discussions that include people both with and without disabilities, do not use words that imply negative stereotypes of those with disabilities.
| Use | Don't Use |
|---|---|
| People without disabilities | Normal, healthy, able-bodied, whole |
| She is a child without disabilities | She is a normal child |
Do not use language that perpetuates negative stereotypes about psychiatric disabilities. Much work needs to be done to break down stigma around psychiatric disabilities. The American Psychiatric Association has new guidelines for communicating responsibly about mental health:
| Use | Don't Use |
|---|---|
| He has a diagnosis of bipolar disorder; he is living with bipolar disorder | He is bipolar, he is manic-depressive |
| Attempted suicide | Unsuccessful suicide |
| Died by suicide | Committed suicide |
| Is receiving mental health services | Mental health patient/case |
| Person with schizophrenia | Schizophrenic, schizo |
| Person with substance use disorder; person experiencing alcohol/drug problem | Addict, abuser, junkie |
| She has a mental health condition or psychiatric disability | She is mentally ill/emotionally disturbed/ insane |
Finally, don't make assumptions by saying a person with a disability is heroic or inspiring because they are simply living their lives, and do not mention someone's disability unless it is essential to the story.
Content taken from the ADA's Guidelines for Writing About People with Disabilities.