Language Students.pdf

LANGUAGE Why does it matter? Overview ■ Language is an instrument; it is even more an environment. It has as much to do with the philosophical and political conditioning of a society as geography or climate… ( United States. Congress. Senate. Committee on Interior and Insular Affairs. Subcommittee...

LANGUAGE Why does it matter? Overview ■ Language is an instrument; it is even more an environment. It has as much to do with the philosophical and political conditioning of a society as geography or climate… ( United States. Congress. Senate. Committee on Interior and Insular Affairs. Subcommittee on Parks and Recreation, 1967, p.711) Overview ■ “… people do not realise the extent to which their [attitudes] have been conditioned since early childhood by the power of words to ennoble or condemn, augment or detract, glorify or demean. Negative language inflicts the subconscious of most [people] from the time they first learn to speak. Prejudice is not merely imparted or superimposed. It is metabolized in the bloodstream of society. What is needed is not so much a change in language as an awareness of the power of words to condition attitudes.” Objectives ■ Reflect on language used to describe the lived experience of disability ■ Consider how language constructs notions of the lived experience of disability Thinking about language ■ Language is difficult to navigate; no one wants to say the wrong thing! – In my own life, I find that I, too, am unsure when it comes to current language practices. – In the most recent deliveries of senior disability courses we have spoken about - and debated - language at length. ■ Disciplines develop their own language to reflect their practice and context. – Example. ■ ■ ■ ■ someone who works in a clinical setting with people living with disabilities might refer to them as 'clients'; this could be a therapeutic recreation specialist. A physical therapist may use the word 'patient’. Someone working in the community may use the word 'participant’. A school teacher may refer to the 'special education' students. ■ While we may not all agree about what language is correct, it is important to be respectful of the discipline. ■ But most importantly, it is important to be respectful of the person. ■ The following information was retrieved from the Northwest Americans with Disabilities Act Center; they offer some very useful advice. ■ "People-first language is based on the idea that the person is not identified by their disability. An example of this is “person with a disability” opposed to “disabled person” ■ Identity-first language means that the person feels that the disability is a strong part of who they are and they are proud of their disability. For example "Disabled person," versus "person who has a disability." ■ Ultimately, people with disabilities decide how their disability should be stated. Some may choose people first language, while others use identity first language. – At this time, people-first language is recommended for use by anyone who doesn't have a disability and for professionals who are writing or speaking about people with disabilities.” Northwest ADA Center, 2021 Breakout Discussions ■ In groups discuss – How have you heard people with disabilities described ■ When you were in grade school ■ University ■ ■ Work Community at large – What are your thoughts on person-first vs. identity first language ■ ■ Education Experience For Next Class ■ Prepare a list of words/labels that you have heard or used yourself to describe or identify someone with a disability. – Sort these words into three categories “Acceptable” “Sometimes Acceptable” “ Never Acceptable”