Chapter 5.5: Campus environment accessibility - Inclusive terminology

Below are examples of Examples of bias-free terminology presented with explanatory notes. Refer to Section 5.5.3 for the useful references.

1. 1. People with disability are not abnormal. Both people with and without disability are normal.
   • Controversial:
     • able-bodied 健全人士, normal people 正常人
     • deaf mute 聾啞人士 (vs. normal people 正常人)
     • the blind 失明人士 (vs. normal people 正常人)
   • Preferred:
     • people without disability, non-disabled people 非受障者
     • deaf people 聾人; hard-of-hearing people 聽障人士;
       hearing people 健聽人士
     • people with low vision 低視能人士; people with visual impairment
       視障人士; blind people 盲人; sighted people 健視者
2. Use personal-first or identity-first approach as is appropriate for the person, group, or community being discussed. A mix of the use of both approaches might be fine overall especially when you are unclear which approach the person, group, or community prefers. Whenever possible, seek advice from the persons you are writing and/or talking to regarding their preferred approach and language use. Respect individual options as always.
   • Controversial:
     • in terms of a condition: (the) handicapped; the physically / mentally challenged; the dyslexics
   • Preferred:
     • person-first language, e.g. students with mobility disability; staff with mental illness; students with dyslexia;
     • identity-first language, e.g. disabled person, physically disabled student, and students with mobility disability 受障學生、受障職員、受障者
3. Do not involve unnecessary and negative overtones. Avoid reinforcing the stereotypically associated sense of pain, hopelessness, and any medical labels. Use emotionally neutral expressions. Medical labels represent nothing about the individual and may reinforce stereotypical of people with disabilities as “patients”. They are not necessarily “patients” or sufferers. Respect every people with disability as individual with active and autonomous control over their own lives.
   • Controversial:
     • suffers from; victim of 罹患、不幸患有
   • Preferred:
     • has [name of condition] e.g., has mobility disability 有 [受障情況的名稱]，例如：有活動能力受障
4. Wheelchairs liberate wheelchair users from dependence and confinement. The use of wheelchair is stereotypically associated with the lack of autonomy, dependency, confinement, and immobility. Emphasize the abilities, not limitations. A wheelchair is the assistive device and it does not fully represent the “user” (a person), therefore “wheelchair” is different from “wheelchair user”. Think about – would we in general call students wearing eyeglasses “the eyeglasses student”?
   • Controversial:
     • confined to a wheelchair; wheelchair-bound; wheelchair student; wheelchair; 輪椅學生、輪椅人士
   • Preferred:
     • wheelchair user 輪椅使用者; student who uses wheelchair 使用輪椅的學生、坐輪椅的學生
5. Many deaf people whose first language is sign language consider themselves part of “the Deaf community”, which has cultural and linguistical characteristics. with a capital “D”, to emphasize their identity.
6. Do not assume the roles of any companions of people with disabilities. Not all persons accompanying people with disability must necessarily be their “caregivers”.
   • Controversial:
     • we often call any person accompanying people with disability their “caregivers 照顧者” regardless of the actual role of that person.
   • Preferred:
     • depending on the actual role and identity, e.g., caregiver 照顧者; personal assistant 個人助理; companion 同行者、同伴; family members 家人、家庭成員; friends 朋友; etc.
     • we may use “companion 同行者、同伴” in case we are not sure about the appropriate terms. Always respect individual preference.
7. Think about – If the access and facilities are disabled, then how can they be used?
   • Controversial:
     • disabled toilet; disabled access 殘障通道; disabled elevator
   • Preferred:
     • accessible toilet 暢通易達洗手間; barrier-free access 無障礙通道; ramp 斜道; elevator 升降機
8. The access is used by the “person who uses wheelchair” but not only the “wheelchair”.
   • Controversial:
     • wheelchair access 輪椅通道
   • Preferred:
     • accessible (e.g. ramp); accessible 暢通易達; barrier-free 無障礙; access for wheelchair users 輪椅使用者通道 (if it is really specifically accessible only for wheelchair users)
9. The term “rehabilitation” conceptually sticks to the medical model of disability. Do not stick to the medical model of disability.
   • Controversial:
     • rehabilitation bus traveling around the campus
   • Preferred:
     • accessible shuttle bus; accessible bus; accessible school bus; accessible transport 無障礙穿梭巴士、巴士、校巴、交通
10. Accessibility service should not be reduced to solely charity or caring approach. Accessibility is human right. Use terms that reflect a clear recognition of the proactive attitudes and the responsibility of the university for inclusion and support of students with disability. Regard students with disability as contributing university members, not as a burden.
    • Controversial:
      • caring campus 關愛校園 [to represent accessible campus]; showing love and help [meaning inclusive practices]
    • Preferred:
      • accessible campus 暢通易達的校園; inclusive campus 共融校園; responsibilities of the university for inclusive practices and accessibility service
11. When promoting volunteer work and helping behaviour, avoid slogan wordings that may reinforce the misunderstanding that people with disabilities are “incomplete”. People with disabilities are not incomplete.
    • Controversial:
      • examples are “you complete the life of students with disabilities”; or “your volunteering makes students with disabilities shine”
    • Preferred:
      • use wordings that emphasize rights-based approach and equal status of people with and without disabilities.
      • examples are “recognizing people with disabilities as capable individual” and “accessibility for all”.
12. There is an inherent diversity in the educational needs and accessibility needs among individuals regardless of disability status. Needs are not necessarily “special”, but inherently diverse. The term “SEN” refers to type(s) of special educational needs a student has. The term “SEN” alone does not sufficiently represent “students with SEN”. Think about – would we in general call students wearing eyeglasses “the eyeglasses student”?
    • Controversial:
      • special education 特殊教育; special educational needs 特殊教育需要; special arrangement; special pedagogical service 特別安排; SEN students; SEN support; SEN service
    • Preferred:
      • inclusive education 融合教育; diverse educational needs 多元教育需要; reasonable accommodations 合理調適安排; accessibility service 通達服務; students with diverse educational needs
13. Think about – Why is this room “special”? We should refer to the usage of the room.
    • Controversial:
      • Special Room 特別室; Special Needs Users Room; Special Technology Room; Exclusive Reading Room for Students with Disabilities
    • Preferred:
      • Access Room; Reading Studio; Adaptive Technology Suite; Assistive technology room; Campus Accessible Technology Space 輔助科技室、無障礙科技室
14. The term “SEN helper” can be confusing. The term “SEN helper” might be mistakenly interpreted as helpers having special educational needs, even though the helpers might or might not have certain diverse educational needs in reality. Therefore, “SEN helpers” should not be used to indicate “helpers of students with SEN”. Similar idea for “SEN Officer”. This term does not sufficiently represent university staff who are responsible for coordinating accessibility services. We might call their job position directly based on the job nature.
    • Problematic:
      • SEN helpers; SEN Officer
    • Preferred:
      • auxiliary assistants; assistant; helpers 學生助理; sign language interpreters 手語傳譯員, notetakers筆記記錄員, lab assistants 實驗室助理, scribes 抄寫員; Accessibility service manager 通達服務經理; Accessibility service coordinator; Access consultant