A guide to disability terminology and language

• Models of disability 
• Equality Act 2010 definitions 
• Commonly used terms 
• Language to avoid 
• Tips for inclusive communication 
• Resources

There are many words, phrases and acronyms that appear when talking about disability, which often change depending on the context of the conversation.

Language is continuously evolving, so it’s important to understand the meaning behind the terms we use to address people and to be willing to refresh our language so as to use appropriate and respectful terms.

You should also remember that individuals will have their own preferences as to how they describe themselves and how they would wish to be described by others. Identity is extremely personal.

Therefore, you should listen and learn and if in doubt, politely ask about preferences.

Fear of saying the wrong thing should not discourage engagement or work on inclusion. Most people will forgive slips, but it is good to know some basics.

Models of disability

In the United Kingdom there are two major models used to describe disability and the way it is perceived.

The preferred model, developed by disabled people is the ‘social model’. This provides that people are disabled by societal barriers rather than a person’s impairment.

Barriers may include:

• negative attitudes
• lack of physical access
• poor understanding of the impact of health conditions and impairments
• a lack of reasonable adjustments to support people to do their work

As such, everyone is responsible for removing those barriers. Society needs to change to become inclusive, rather than disabled people having to change or accept lack of access.

It is in contrast to the ‘medical model’, which holds that it is the responsibility of the disabled person to work to be as non-disabled as realistically achievable.

Equality Act 2010 definitions

Disability

Under the Equality Act 2010 (the act) a person has a disability if they have a ‘physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities’.

Within this definition, ‘substantial’ is more than minor or trivial. For example, it takes much longer than would be expected to complete a daily task like getting dressed.

‘Long-term’ means 12 months or longer. For example, a breathing condition that develops as a result of a lung infection.

There are special rules about recurring or fluctuating conditions, such as arthritis.

Some conditions are automatically covered as soon as they are diagnosed. These are:

• multiple sclerosis
• HIV
• cancer
• being registered blind or partially sighted

Sometimes mental health issues may meet the act’s definition of a disability, but not always.

Whether or not someone technically falls within the definition of disability under the act, it is crucial to recognise the importance of self-identification.

Some Deaf and neurodivergent people do not identify as disabled, nor do many with mental health conditions or energy limiting impairments like chronic fatigue syndrome.

Each condition manifests in different ways and one individual’s experience of an impairment or neurodivergent condition may not coincide with others who have the same condition.

Reasonable adjustments

The act provides that employers are under a legal obligation to make reasonable adjustments to remove, reduce, or prevent the substantial disadvantage a disabled person experiences because of their impairment or condition when doing their job.

This applies to both employees and job applicants and includes:

• adapting physical features
• changing policies, practices and criteria, and
• providing assistive technology

Some people prefer to use terms like ‘workplace adjustments’ or ‘workplace accommodations.’ This is because they want to focus on good practice rather than minimum compliance with the act and what an employment tribunal would deem reasonable.

These terms are also seen as more inclusive of a wider range of employees who may need extra support or flexibility to perform at their best, even though the legal duty only applies to those who meet the definition under the act.

Explore our guidance on reasonable adjustments in organisations for more information on terminology and best practice.

Other commonly used terms

Disabled people/people with disabilities

‘Disabled people’ is preferred by many in the UK as better aligning with the social model of disability.

Do not use ‘the disabled’ as the collective term.

Other people prefer first person language, so use the term ‘people with disabilities.’ This is common in the United States and elsewhere. Historically this reflected a conscious decision to be people first, rather than being defined primarily in relation to their characteristic or impairment.

Sometimes it may be more appropriate to use ‘people with health conditions or impairments.’

Impairment/disability

Some prefer ‘impairment’ as best reflecting the social model of disability and being the term used in the act.

Others prefer ‘disability’ or more specific language.

Disclosure/declare

Previously people referred to ‘disclosing’ a disability or ‘disclosing’ that they were disabled.

It is now more common in the UK to refer to ‘declaring’ or ‘sharing’, given that the term ‘disclosing’ can suggest something secret, shameful or negative.

Non-visible/apparent disabilities

This term refers to around 80% of disabled people whose disabilities may not be obvious to others.

Examples include:

• sensory and processing disabilities
• neurodivergent conditions
• cancer
• diabetes

People with visible/apparent disabilities may choose not to share non-visible/apparent ones.

Many disabled people prefer to say ‘invisible disabilities’, but do not use ‘hidden disabilities’, as it suggests hiding something negative.

Some people prefer to refer to ‘non-apparent disabilities’ as a more inclusive alternative.

Avoid telling people with non-visible/apparent disabilities that they ‘don’t look disabled’.

Neurodiversity

Neurodiversity is an umbrella term for neurological differences, all with different challenges and strengths. Like ‘biodiversity’, it covers everyone.

A ‘neurodivergent’ person processes information in a different way to what is considered ‘neuro-typical'. For example:

• dyslexia
• dyspraxia
• dyscalculia
• attention deficit hyperactivity disorder (ADHD)
• visual or audio processing issues
• autism spectrum condition

Each individual’s experience of their condition is different.

Some late-diagnosed people have developed extremely effective coping mechanisms that may have masked their conditions since childhood.

Health conditions

Many prefer ‘person with [a visual impairment or sight loss; a hearing impairment or hearing loss; a mobility impairment; depression; epilepsy; other health condition]', rather than ‘an epileptic’ or ‘epileptics’, for example.

Otherwise, it can be dehumanising and not acknowledge that someone’s disability or impairment is just one aspect of their identity.

Some prefer language that refers to their personal identity and community. Examples include, ‘Deaf’ (which is capitalised), ‘blind’ and ‘autistic person’.

As always, it is a matter of personal preference.

Fluctuating or recurring conditions

These are features of some disabilities, health conditions and impairments, rather than being specific conditions themselves.

The severity and frequency of ‘flare-ups’ and symptoms will vary over time and between people.

Assistive technology

Technologies that support disabled people and those with restricted mobility or other impairments to perform functions that might otherwise be difficult or impossible.

Further terminology relating to digital accessibility is explained in our guidance on digital accessibility in your organisation.

‘Nothing about us without us’

A fundamental and well-known principle of self-determination for disability inclusion work.

Disabled people must be fully involved in all discussions and development of policies and initiatives that affect their lives.

Language to be avoided

Negative connotations

Steer clear of terms that imply pity, such as ‘suffering from’ or ‘victim of’.

Use ‘support’ rather than ’help’ for disabled people.

Refer to ‘using’ assistive technology, rather than ‘needing’ it.

Outdated terms

Terms like ‘invalid’, ‘handicapped’ and ‘crippled’ are outdated and offensive.

Inspiration porn

Many disabled people have experienced discomfort with ‘positive’ stories about being disabled, such as ‘being inspirational’ for living an ordinary life, which can be demoralising and embarrassing.

The term ‘inspiration porn’ coined by disability activist Stella Young, refers to media portrayals and others’ views that objectify disabled people for the benefit of non-disabled viewers. For example, as a means of motivation.

These portrayals often fail to address underlying issues such as accessibility and inclusion.

It is important to include the person’s perspectives and, instead of emphasising how they have dealt with barriers, address why those barriers were there in the first place.

Super-powers

Avoid saying that neurodivergent and disabled people have ‘super-powers’, unless they use this description themselves.

This can appear to diminish the barriers that individuals face and the challenges they experience.

Other terms to avoid

Avoid ‘differently abled’ and ‘able-bodied’. Use disabled and non-disabled instead.

Avoid ‘confined to a wheelchair.’ Instead, use ‘wheelchair user’.

Artificial terminology

Do not over-think or try to avoid common words or phrases as you fear they may offend.

For example, many wheelchair users would say ‘going for a walk’ and many visually impaired people would not have a problem with ‘blind recruitment’ or ‘see you later’.

However, avoid phrases with negative connotations. For example, ‘blind drunk’.

Tips for inclusive communication

1. Understand that language in the field of disability inclusion is constantly evolving and can differ between jurisdictions
2. Always check with individuals for their preferences and do not assume
3. Allow options to self-describe, especially when asking survey questions
4. Ensure the terms you are using accurately reflect the specific groups you are talking about
5. Avoid using umbrella terms unnecessarily and remember they do not refer to a singular homogenous group
6. Always explain acronyms in full in any writing, particularly at first use
7. Seek more detailed data and insights wherever possible to better recognise, understand and reflect the experiences of different groups
8. It can be fine to clarify information, but first question why you need to know and avoid making individuals feel like outsiders by asking personal questions like ‘how did you become disabled?’
9. Do not patronise, talk down or attempt to speak or finish sentences for someone you are talking to
10. Own and learn from your mistakes, apologise if you get terminology wrong and cause offence