Communicating with and about persons with disabilities
The 2030 Agenda for Sustainable Development and its powerful but simple mission to “Leave No One Behind” is a potent driver for inclusion. Building more inclusive and resilient societies is at the core of everything IFAD does. In this regard, IFAD has laid the groundwork for stronger engagement with persons with disabilities.
As an inclusive organization, IFAD has committed to systematically provide information about accessibility in its policies, projects and physical spaces. For example, we will:
Communication – both internal and external - is a two-way process that involves clear expression. It should be rights-based, respectful and inclusive, enabling everyone to participate. Inclusive language and communication are essential tools to challenge and change norms, mindsets and attitudes. For example, it makes a big difference whether you say “this person uses a wheelchair” or “this person is dependent on a wheelchair (or wheelchair-bound)”. The first example portrays the person as active, empowered and independent. The second example is phrased as passive, powerless and dependent.
The following practical guidance sets out standards to keep in mind when communicating with and about persons with disabilities.
Communicating with persons with disabilities
If you are ever unsure of how to best communicate with an individual, ask the person how they want to be addressed, supported, and treated.
As an inclusive organization, IFAD has committed to systematically provide information about accessibility in its policies, projects and physical spaces. For example, we will:
- Mention inclusion in policy and planning documents to ensure that inclusion becomes a natural part of the development of workplace processes and implementers are held accountable for being inclusive.
- Name ways that people with disabilities can be included when designing projects. Acknowledging access needs helps ensure that people with disabilities are not accidentally excluded from the work.
- Include only those requirements for jobs, tasks or projects that are clearly essential to the duties of the role. Consider whether criteria (such as “fit to work” or “able to learn”) may be inadvertently exclusive or discriminatory.
- According to the World Health Organisation, persons with disabilities constitute about 15% of the world’s population. This is more than one billion people with disabilities - the world’s largest minority - many of whom routinely face social, economic, infrastructure, communication and cultural barriers to fully and effectively participate in society.
Communication – both internal and external - is a two-way process that involves clear expression. It should be rights-based, respectful and inclusive, enabling everyone to participate. Inclusive language and communication are essential tools to challenge and change norms, mindsets and attitudes. For example, it makes a big difference whether you say “this person uses a wheelchair” or “this person is dependent on a wheelchair (or wheelchair-bound)”. The first example portrays the person as active, empowered and independent. The second example is phrased as passive, powerless and dependent.
The following practical guidance sets out standards to keep in mind when communicating with and about persons with disabilities.
Communicating with persons with disabilities
If you are ever unsure of how to best communicate with an individual, ask the person how they want to be addressed, supported, and treated.
- Ask persons with disabilities which terminology they prefer. Example: “Disabled people” or “persons/people with disabilities” may be preferred depending on the country, context and individual preferences. Some prefer person-first language, others might want to emphasize disability or the barriers which they experience by using terms such as “disabled person/woman/…”
- Call a person with a disability by his/her name and refer to a person’s disability only when it is related to what you are talking about. Disability is one aspect of people’s identity, together with other aspects such as gender, age, origin, ethnic belonging, socio-economic status, profession, sexuality, faith etc.
- In general, avoid describing a person (only) in terms of his or her disability. This could imply that nothing else about the person is important.
- Reflect multiple factors of intersectionality and forms of discrimination persons with disabilities face. For example, highlight stories of intersectional identities: women with disabilities, youth with disabilities, indigenous persons with disabilities, etc.
- Use respectful language. If you are in doubt about whether a term is appropriate, ask the person first, consult an organization of persons with disabilities (OPD) or do not use it.
- Do not refer to people with disabilities as “suffering from an impairment, illness or condition” or to people without disabilities as “normal” or “healthy.” These terms frame disabilities as abnormal or negative – while they are simply a part of human diversity.
- Do not use a childish or exaggerated voice when talking to someone with a disability. Treat adults with disabilities as you would treat anyone else.
- Understand that there are many different types of visible and invisible impairments: motor, sensory (such as hearing, vision), speech, psychosocial, intellectual, and learning. Communication needs may vary depending on a person’s impairment and individual preferences.
- Be respectful of a person’s communication needs and preferences. Allow time for interaction and decision-making as needed.
- If you experience difficulties communicating, do not be afraid to ask back and try different modes of communication, such as texting, writing, simple language, repeating back to make sure you understood, etc.
- Always address a person with disabilities and not his or her personal assistant, interpreter or guide.
- Always ask a person before you assist them with a task. Unsolicited help can threaten the person’s dignity, personal space and independence.
- Provide a multi-sensory approach, i.e. audio and text descriptions of images, subtitles and voice-over for videos, accessible layout for printed texts.
- Make your information easily adaptable to different formats, such as braille, large fonts, or sign language. Use tools like Microsoft Word’s “Accessibility Checker” to help you determine if your document is optimal for these formats.
- Do not avoid common phrases or figures of speech like “I will see you later,” “Did you hear,” or “I have to run.” People with disabilities use these phrases too.
- Keep an appreciative attitude and an open mind and go in each conversation with a smile and the mindset that you can learn from the other(s).
- Consider whether your communication detracts from the goal of disability mainstreaming or the approach of disability inclusion in all areas of IFAD’s operations.
- Do not consider disability an attribute of the person in question. Instead, view it as the result of an interaction between a person and his or her environment.
- Impairment x Barriers = Disability
- Avoid the ‘hero or victim’ trap: Consider people with disabilities as equal members of society. Avoid portraying people with disabilities as “wondrous” or “pitiful”:
- Wondrous or “superhero” rhetoric assumes that disability is something that great people overcome and weaker ones live with. It portrays everyday tasks as incredible acts, emphasizing difference, and can signify you have a lower expectation of someone.
- Pitiful or sentimental rhetoric conveys that people with disabilities are dependent or struggling. It focuses on the “cannot” and the limitations of impairments. In general, avoid terms that imply limitation, weakness or negativity.
- There is no ‘us versus them’: Be aware that your audience/colleagues/project partners will most likely include people with disabilities. Inclusive, respectful language is essential.
- Recognize that people with disabilities make up a significant and inherent part of our society. Do not treat them as a small or ‘abnormal’ group.
- Ensure that visual materials are representative of people with disabilities but do not single them out or emphasize difference.
- Do not use terms like “special needs” or “special education.” These terms emphasize the differences people with disabilities may have from the rest of the population. Everybody has special needs and interests.
- Do not use the term “able-bodied” as the opposite of “disabled”. This can imply that non-disabled people are better or “more able.” The more neutral terms “people without disabilities” or “non-disabled” is therefore preferred.
- If a person’s impairment is the result of something that happened in the past, do not refer to this incident. For example, you can just say “she uses a wheelchair.”
- Do not portray people with disabilities as ‘unproductive’ or unable to reach the same standard of work as people without disabilities.
- Do not portray people with disabilities as inferior, incomplete or imperfect.
- Do not portray disabilities as a result of sin or evil.
- Do not engage in stereotyping, name-calling, or bullying.
- Language constantly evolves. It is important to regularly consult disability rights experts and organizations of persons with disabilities on the accuracy of language and terminology. This section of the toolkit will be reviewed and updated periodically to reflect such changes.
