Reporting Guide: Accurately Using the Language of Disabilities

Speakers discussed the language of disabilities and its role in journalism and education during a session at the Education Writers Association’s 2024 National Seminar last May. 

Moderated by journalism professional Jennifer LaFleur, the panel featured advocates, educators and journalists who shared strategies for more inclusive reporting.

Participants

• Joyner Emerick (he/she/they): First openly autistic and transgender Minneapolis Public Schools board member
• Jennifer LaFleur (she/her): University of California, Berkeley journalism professor, and a board member of the National Center on Disability and Journalism.
• Christian McMahon (he/they): Disabilities advocate for Arc of California; freelance writer featured in Outside Magazine, Lonely Planet and Rooted in Rights

Top Takeaways 

• Use the actual word: “Disability isn’t a negative necessarily – it’s not a dirty word. It’s something that’s really formative,” Christian McMahon said.
• Language matters: The panel contrasted people-first language – “person with a disability” – with identity-first language – “disabled person” – and highlighted that each individual’s preference should be respected; disability is a core part of identity for many.
  
  “Our needs aren’t special. The needs of disabled people are the same as any population—we need employment, education, relationships, and housing,” Joyner Emerick said.
• A broader lens on disability coverage: Disability intersects with race, gender, and other identities, affecting every story. Journalists should consider disability in all reporting areas, not only in health and accessibility stories.
• Challenges in education: Disability segregation in education was highlighted, noting that terms like “self-contained” classrooms can obscure the reality of students being isolated from peers. Reframing these as “segregated” spaces brings necessary visibility to this issue.
  
  “We often talk about ‘special classrooms,’ but let’s call them what they are: segregated classrooms,” Joyner Emerick said.
• Importance of accessible newsrooms: Journalists with disabilities need accessible working environments and editorial support to address their unique challenges effectively.
  
  “Creating a culture where people feel comfortable mentioning their needs and knowing those will be heard and taken seriously is essential—for journalists and their audiences,” Jennifer LaFleur said. 

Story Ideas

• Disaster preparedness in schools: Investigate how schools include, or neglect,  accessibility in their emergency plans, focusing on disabled students’ safety and evacuation procedures.
• Disabled educators’ experiences: Explore the barriers and experiences of teachers with disabilities and how they support and engage students with similar challenges.
• Augmentative and Alternative Communication (AAC) Device accessibility: Many schools restrict student access to AAC devices during breaks. Reporting on this limitation can spotlight the impact on nonverbal students.
• Child care accessibility: Look into early childhood programs’ accessibility for children with disabilities. This includes the lack of required accommodations in private childcare settings.

Reporting Tips

• Ask for preferences: When interviewing someone, ask how they want to be identified. Some prefer “disabled person” while others may avoid disability labels altogether.
• Include relevant voices: When covering a disability-related issue, always include a source with lived experience, not just experts or caregivers.
• Use plain language: Write in a way that is clear and accessible. This can make stories more understandable for readers with intellectual disabilities.
• Describe assistive tech usage: If interviewing someone using an AAC device, allow them to complete their responses without interruptions or assumptions.

Mistakes to Avoid

• Avoid euphemisms: Terms like “special needs” or “differently abled” can downplay disability. Opt for direct terms, such as “disabled” or “person with disabilities” instead.
• Don’t assume limitations: Disability does not equate to incapacity. Avoid framing disability as something people need to “overcome” and instead highlight societal barriers.
• Steer clear of inspiration-focused stories: Avoid portraying disabled individuals as “inspirational” simply for existing. This can dehumanize their experiences and reduce their lives to feel-good stories.
• Inappropriate labeling: Avoid describing a person’s disability unless directly relevant to the story. Use neutral, descriptive language if a disability affects the narrative.

Resources

• Arc of California: Advocacy, programs, and resources for people with intellectual and developmental disabilities and their families.
• Books and essays:
  • Black Disability Politics by Sami Schalk – explores the intersection of disability and race.
  • Ablelism – Talila Lewis, a deep look at the intersection of disability and race and the types of oppression that occur at those intersections.
• Disabled Journalists Association: Resources, community support, and guidance for journalists with disabilities and those covering disability issues.
• Individuals with Disabilities Education Act: A national legal framework ensuring students with disabilities receive a free and appropriate public education in the least restrictive environment.
• National Center on Disability and Journalism Style Guide: A regularly updated guide offering best practices for terminology and respectful language.