A Guide to Interacting
with People who have
Disabilities
A Resource Guide for DHS Personnel, Contractors, and
Grantees from the Office for Civil Rights and Civil Liberties
A Guide to Interacting with People who have Disabilities
DHS Office for Civil Rights and Civil Liberties 1
A Guide to Interacting with People who Have Disabilities
A Resource Guide for DHS Personnel, Contractors, and Grantees
from the Office for Civil Rights and Civil Liberties
The Department of Homeland Security (DHS) Office for Civil Rights and Civil Liberties
(CRCL) has developed this Guide to assist DHS personnel, contractors, and grantees in their
interactions with people who have disabilities. Under the Rehabilitation Act of 1973, as
amended, DHS has a legal obligation to ensure nondiscrimination in the employment of people
with disabilities as well as by providing program access, physical access, effective
communication, and reasonable accommodation to people with disabilities encountered and
served by DHS programs and activities. Examples of these interactions include people with
disabilities who are traveling through the airport, crossing into the U.S. at a point of entry,
naturalizing to become a U.S. citizen, being held in detention awaiting a hearing or removal, and
receiving assistance before, during, or after a disaster.
Ensuring nondiscrimination often begins by practicing effective methods for interaction, such as
treating individuals with respect and using appropriate language. This document offers a
summary of disability myths and facts, guidance on appropriate language, and tips for
successfully interacting with people who have disabilities. It is intended as a general overview
of the topic and does not supplant any specific policies and procedures used by the DHS
Components.
Understanding Disability Myths and Facts
Despite the passage of key civil rights laws such as the Rehabilitation Act and the Americans
with Disabilities Act, many misunderstandings about people with disabilities persist, particularly
in the minds of those who have not experienced disability within their own life or in the lives of
people around them. Successfully interacting with and serving people with disabilities begins
with an understanding that people with disabilities are part of the fabric of the community and
share the same societal goals of equality of opportunity, full participation, independent living,
and economic self-sufficiency. The following table highlights several of the most common
myths about people with disabilities and the facts that counter these misunderstandings.
Myth
Fact
Disability is an unnatural, unusual, and
uncommon occurrence.
Disability is a natural part of the human
1
experience. People with disabilities make up
a significant portion of the population within
all communities, regardless of age, race,
ethnicity, or economic status. In 2010, 18.7%
of the civilian non-institutionalized population
in the U.S. (about 56.7 million people) had a
2
disability.
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DHS Office for Civil Rights and Civil Liberties 2
Myth
Fact
The abilities and needs of people with
disabilities can be easily categorized. For
example, if a person carries a white cane, they
are totally blind; if a person uses a wheel-
chair, they are unable to stand up.
People with disabilities do not all have the
same abilities and do not all have the same
needs for assistance. They are the most
knowledgeable about their own needs.
3
For
example, many people who carry a white cane
have partial vision, and many people who use a
wheelchair can stand or walk for short periods.
An individual’s disability is usually
observable.
While some individuals’ disabilities are
observable and identifiable, many are not
obvious.
4
For example, the disabilities of
individuals who have diabetes, dyslexia, or
autism may not be visually apparent.
With the loss of one of the senses such as sight
or hearing, the other senses automatically
compensate and become sharper.
The body’s senses do not automatically
become sharper, but the individual can learn to
become more aware of the information being
received through other senses.
5
People with disabilities are heroic because they
demonstrate bravery and courage by trying to
overcome their disability.
People with disabilities generally do not view
themselves as heroes; though some persons
with disabilities such as returning military
veterans may be considered heroes.
6
Most people with disabilities would be better
off living in institutions where their needs can
be met.
Federal law supports full inclusion so that
people with disabilities have the right to live,
learn, work, and participate in the community,
utilizing assistive devices and support services
if needed.
7
People with mental illness are potentially
violent or incapable of participating in the
community, and people without disabilities
should be protected from them.
The vast majority of people who are violent do
not have mental illness and most people who
have mental illness are not violent.
8
People with disabilities should be served
separately and with special procedures to
ensure that they can receive quality services
while not affecting the services to others.
Federal law generally requires that people with
disabilities be served in the same setting and
circumstances as the rest of the population.
9
Simply treating everyone in the same manner
will lead to people with disabilities being
served appropriately.
Due to the existence of long-standing physical,
communication, and programmatic obstacles,
merely treating everyone the same may not
ensure equality of opportunity. Federal law
requires service providers to remove barriers
and take steps to ensure program accessibility
for people with disabilities.
10
Modifying program procedures and furnishing
auxiliary aids such as sign language
interpreters or print reading software is too
expensive.
Many modifications and accommodations can
be made at low or no cost. In any event,
Federal law generally requires service
providers to furnish auxiliary aids to achieve
effective communication with people who
have disabilities.
11
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DHS Office for Civil Rights and Civil Liberties 3
Using Appropriate Language
People with disabilities are people first. They are not defined by their conditions or diseases.
Lack of awareness about disabilities can lead to unintended stereotypes and discrimination. The
way we view and communicate with and about people with disabilities shapes our relationships.
The way we refer to people with disabilities in our communication is important. For example, a
person is not an “epileptic” but rather a “person who has epilepsy.” Putting the person first in
our communications is not “political correctness,” it is showing respect for the dignity of the
individual.
Refer to the explanations below for a listing of appropriate terms and examples of how to apply
these terms. Note that not all people with disabilities use the same terminology and that different
terms may be preferred in some circles and not in others. Begin by using the generally accepted
terms below and then respect the individual’s terminology preferences, if different.
Disability. Appropriate: person with a disability. Inappropriate: impaired; crippled; handicap;
handicapped person; or the handicapped. Likewise, use of well-intended but awkward terms
such as special need, challenged, handicapable, differently abled, and, handiabled assumes that
the person is uncomfortable with their own disability, and it gives the impression that the user of
the term is uncomfortable around a person who has a disability. Disability is a general term used
for functional limitation that interferes with a person’s ability to walk, hear, or learn, for
example. It may refer to a physical, mental, or sensory condition.
People with disabilities. Appropriate: people with cerebral palsy; people with spinal cord
injuries. Inappropriate: the disabled; the cerebral palsied; the spinal cord injured. People should
be referred to as people first. Never identify people solely by their disability.
Person who has a disability. Appropriate: person who has multiple sclerosis. Inappropriate:
afflicted with, or suffers from, multiple sclerosis. Most people with disabilities do not regard
themselves as suffering continually; they do not view their disability as an affliction.
Person who was born with a disability. Appropriate: person with a physical disability; person
with no arms. Inappropriate: lame; defective; defect; deformed; invalid; infirmed; vegetable.
Such words are offensive, dehumanizing, degrading, and stigmatizing.
Person who incurred a disability. Appropriate: person who incurred a spinal cord injury;
person who has post-polio syndrome; person who had a stroke. Inappropriate: victim of a spinal
cord injury; stricken with polio; victim of a stroke. People with disabilities do not like to be
perceived as victims for the rest of their lives.
Deaf or hard of hearing. Appropriate: person who is deaf; person who is hard of hearing;
person with hearing loss. Because of their shared historical and cultural experience, members of
this community also consider it acceptable to say deaf person; the deaf; or the deaf community.
Inappropriate: hearing impaired; deaf and dumb. The inability to speak does not indicate lack of
intelligence. Deafness often refers to a person who has a total loss of hearing. People who are
deaf are sometimes able to speak and speechread (i.e. lipread), despite profound hearing loss.
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DHS Office for Civil Rights and Civil Liberties 4
Most people who identify themselves as deaf also use sign language. Note that sign language
has a different grammatical structure than spoken language. Although American Sign Language
(ASL) is the most common form of sign language used in the United States, there are many
different sign languages used by members of distinct cultural groups and immigrant
communities. Hard of hearing refers to a person who has a partial loss of hearing within a range
from slight to severe. Hard of hearing also describes a person who communicates through
speaking and speechreading, and who usually has listening and hearing abilities adequate for
ordinary telephone communication. Many individuals who are hard of hearing use assistive
listening devices such as hearing aids, amplification devices, FM listening systems, etc. Many
deaf and hard of hearing people utilize written captioning of audio communications.
Blind or Low Vision. Appropriate: person who is blind; person who has low vision. Because
of their shared historical and cultural experience, members of this community also consider it
acceptable to say blind person, or the blind. Inappropriate: visually handicapped; visually
impaired. Many blind individuals have some light perception or partial vision. Some people
who are blind read and write using Braille as their primary form of written language. People
with low vision have a range of visual acuity, with some individuals being able to read large
print material. Many people who are blind or who have low vision use assistive technology such
as screen readers and screen magnification software to interact with computers and other
electronic devices.
Speech disability. Appropriate: person with a speech disability; person who stutters;
communication disability. Inappropriate: speech impaired; halted; dumb; mute. For someone
who is unable to speak, the appropriate terms are person who is non-verbal; person who is unable
to speak; person without speech. Some people who are non-verbal use augmentative and
alternative communication devices, or different forms of sign language, to communicate.
Mobility disability. Appropriate: person who uses a wheelchair or crutches; a wheelchair user;
walks with crutches. Inappropriate: confined/restricted to a wheelchair; wheelchair bound,
physically impaired. Most people who use a wheelchair or mobility device do not regard it as
confining. In fact, it becomes an extension of the person and it is viewed as liberating.
Intellectual disability. Appropriate: person who has an intellectual disability; person who has a
cognitive disability; person who incurred a traumatic brain injury. Inappropriate: mentally
retarded; the retarded; mentally impaired; feeble minded; moron; imbecile; idiot. These terms
are offensive to people who bear the label as well as family and friends of those individuals.
Developmental disabilities are a broader category of disabilities that arise during childhood or
youth, which may include intellectual disabilities.
Mental Illness. Appropriate: person with a mental health condition; person with a psychiatric
disability; person with a behavioral health disability. Inappropriate: crazy; freak; maniac;
lunatic; psycho. People with mental health conditions are one of the most stigmatized groups
due to a long history of discrimination, the misconception that the individual should be able to
easily manage the illness, and the misconception that mental illness is associated with violent
behavior.
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DHS Office for Civil Rights and Civil Liberties 5
Short stature. Appropriate: person of short stature; little person. Inappropriate: deformed;
dwarf; midget. The term little person is one of few exceptions to the notion of placing the term
“person” first in our communications.
Recovering from a health condition. Appropriate: person recovering from a stroke; a cancer
or brain injury survivor. Inappropriate: brain injured; brain damaged; victim of a stroke.
No disability. Appropriate: person who does not have a disability; person without a disability;
person who is able to walk, see, hear, etc.; Inappropriate: healthy person or normal person,
when used to contrast with a person who has a disability. The term “healthy” implies that the
person with a disability is unhealthy. Many people with disabilities have excellent health.
Likewise, use of “normal person” implies that the person with a disability is abnormal. No one
wants to be labeled as abnormal.
Tips for Effective In
teractions
The following section provides information regarding appropriate communications and
behaviors when interacting with people who have disabilities. The first portion presents general
tips that apply to all people with disabilities, and this is followed by tips geared to interactions
with specific groups of individuals with disabilities.
General Tips:
• When talking to a person with a disability, look at and speak directly to that person,
rather than their companion.
• Be considerate of people’s service animals. Some people who have disabilities may
use a service animal. Do not pet or play with the animal as this activity may unsettle the
person and may interrupt the animal from doing its assistive duties.
• Avoid assuming the preferences and needs of people with disabilities. People with
disabilities are individuals and thus have individual preferences and needs. Therefore, if
you have the impression that a person needs help, ask the person if, and then how, you
may be of assistance.
• Communicate clearly and comprehensibly. As with all communication, an effective
message is one that is spoken and/or written clearly and comprehensibly. This point is
extremely important for people with disabilities who may have difficulty obtaining or
comprehending messages. Be sure to convey your message in an understandable form
and in multiple ways if necessary.
• If you do not need to know about the specific nature of someone’s disability, do not
ask about their disability. Your focus should be on what the person is communicating
to you.
• In your conversation, relax. Don’t be embarrassed if you happen to use accepted
common expressions such as “See you later” or “Got to be running along” that seem to
relate to the person’s disability. Don't be afraid to ask questions when you are unsure of
how to assist the person.
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DHS Office for Civil Rights and Civil Liberties 6
Person Who Has a Hearing Disability:
• When a sign language interpreter is present, look at and speak to the person who is deaf,
not the interpreter, when communicating.
• To get the attention of a person who is deaf or hard of hearing, tap the person on the arm,
wave your hand, or, in a large group, flicker the lights.
• Look directly at the person and speak clearly, naturally, and slowly to establish whether
the person can speechread. Not all persons who are deaf can speechread. Those who can
will rely on facial expression and other body language to help in understanding.
• Show consideration by placing yourself under or near a light source and keeping your
hands and food away from your mouth when speaking. Shouting will not help.
• Offer to the person a means of exchanging written messages to see if that would be
helpful to facilitate the communication process.
• When gathered as a group, speak one at a time. This is especially true if sign language
interpreters are being used but also holds true for someone with limited hearing who is
trying to follow the conversation on their own.
Person Who Has a Vision Disability:
• Greet the person verbally to let them know that you have approached them. Identify
yourself and others who may be with you. Speak normally, but facing the person.
• Do not grab the person’s arm or cane assuming they need assistance. Ask first if they
need assistance.
• Offer to assist the person to reach their destination. Offer your arm as a guide just above
the elbow and describe any obstacles in the path of travel. When arriving at the
destination, tell the person that they are standing in front of the chair, the table, the
doorway, etc. It is appropriate to guide the person’s hand to the chair or railing for
additional assistance in orienting them.
• If the person has a guide dog, walk on the side opposite the dog and do not touch or
distract the dog at any time.
• When conversing in a group, give a vocal cue by announcing the name of the person to
whom you are speaking.
• Indicate in advance when you will be moving from one place to another, and let it be
known when the conversation is at an end.
Person Who Has a Speech Disability:
• Listen attentively. Keep your manner encouraging rather than correcting. Exercise
patience rather than attempting to speak for a person with a speech disability.
• Never pretend to understand if you are having difficulty doing so. Repeat what you
understand, or incorporate the person’s statements into the follow-up questions. The
person’s reactions will guide you.
• When necessary, ask short questions that require short answers or a nod or a shake of the
head.
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DHS Office for Civil Rights and Civil Liberties 7
Person Who Has a Mobility Disability:
• When talking at length to a person who uses a wheelchair or crutches, sit in a chair,
whenever possible, in order to put yourself at the person’s eye level to facilitate
conversation.
• Do not speak loudly and slowly to an individual in a wheelchair unless you know that
doing so is necessary to communicate.
• Be considerate of people’s assistive equipment. Some people with disabilities may use
various equipment (e.g., canes, wheelchairs, speech synthesizers) for assistance. Do not
touch or operate the equipment without the owner’s prior consent or instructions, as such
behavior is disrespectful and shows careless regard for the owner’s personal property or
space.
• When introduced to a person with a disability, it is appropriate to offer to shake hands.
People with limited hand use or who wear an artificial limb can usually shake hands.
(Shaking hands with the left hand is an acceptable greeting.)
• Treat adults as adults. Address people who have disabilities by their first names only
when extending the same familiarity to all others. Never patronize people who use
wheelchairs by patting them on the head or shoulder.
Person with an Intellectual or Developmental Disability:
• Speak directly to the person and respect their expressed preferences as to choices or
decisions.
• For some individuals, if you are in a public area with many distractions, consider moving
to a quiet or private location.
• Be aware of the possible need to speak to the person in clear and short sentences. Repeat
your information and your questions, as needed. Use concrete words and visual aids or
color-based cues.
• It may be helpful to offer assistance completing forms or understanding written
instructions, and provide extra time for decision-making. Wait for the individual to
accept the offer of assistance; do not "over-assist" or be patronizing.
• Be patient, flexible and supportive. Take time to understand the individual and verify
that the individual understands you.
Person with a Non-Apparent Disability:
• A person’s disability may not be readily apparent. For example, people with brain
injury, epilepsy, mental illness, autism, or developmental disability are often
misunderstood because their behaviors or ways of communicating may appear “unusual.”
• Be cautious about interpreting behavior. For example, the actions of people with cerebral
palsy or epilepsy have been mistaken for drunkenness.
• What seems like unusual behavior could be the result of the person’s hearing loss, or it
could be the person’s lack of understanding or fear.
• Allow extra time for the person to process what you are saying and to respond.
• Be very cautious about seeking the assistance of the person’s companion, caregiver, or
personal assistant. While this individual may be able to assist you with communication
and interpreting the person’s meaning and/or responding to behaviors, it is easy to make
an incorrect assumption and fail to communicate directly with the individual.
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DHS Office for Civil Rights and Civil Liberties 8
References
1
The Developmental Disabilities Assistance and Bill
of Rights Act of 2000, 42 U.S.C. 15001 et seq.
2
Brault, Matthew. "Americans with Disabilities:
2010.” Current Population Reports P70-131.
Washington, D.C.: U.S. Census Bureau, 2012.
3
“Non-Discrimination Principles of the Law.”
Accommodating Individuals with Disabilities in the
Provision of Disaster Mass Care, Housing, and
Human Services: Reference Guide. Washington,
D.C.: U.S. Department of Homeland Security Federal
Emergency Management Agency and Office for Civil
Rights and Civil Liberties, 2007.
4
Department of Education, “The Civil Rights of
Students with Hidden Disabilities Under Section 504
of the Rehabilitation Act of 1973,” available at
http://www2.ed.gov/about/offices/list/ocr/docs/hq526
9.html.
5
American Foundation for the Blind, “Learning
About Blindness,” available
at
http://www.afb.org/section.aspx?FolderID=2&Secti
onID=7&TopicID=116&SubTopicID=70&Document
ID=2887.
6
Easter Seals, “Myths and Facts About People with
Disabilities,” available at
http://www.easterseals.com/explore-reso
urces/facts-
about-disability/myths-facts.html.
7
The Americans with Disabilities Act of 1990, as
amended, 42 U.S.C. 12101 et seq.; Section 504 of the
Rehabilitation Act of 1973, as amended, 29 U.S.C.
794.
8
U.S. Department of Health and Human Services
Substance Abuse and Mental Health Services
Administration, “Understanding Mental Illness:
Factsheet,” available at
http://www.samhsa.gov/mentalhealth/understanding_
Mentalllness_Factsheet.aspx.
9
The Americans with Disabilities Act of 1990, as
amended, 42 U.S.C. 12101 et seq.; Section 504 of the
Rehabilitation Act of 1973, as amended, 29 U.S.C.
794.
10
The Americans with Disabilities Act of 1990, as
amended, 42 U.S.C. 12101 et seq.; Section 504 of the
Rehabilitation Act of 1973, as amended, 29 U.S.C.
794.
11
The Americans with Disabilities Act of 1990, as
amended, 42 U.S.C. 12101 et seq.; Section 504 of the
Rehabilitation Act of 1973, as amended, 29 U.S.C.
794.
Background Regarding This Guide
This Guide was informed by publicly
available materials and the insights of Eve
Hill, Senior Counselor to the Assistant
Attorney General for Civil Rights at the U.S.
Department of Justice, along with personnel
throughout DHS, including persons with
disabilities.
For more information regarding the topic of
interacting with people who have
disabilities, there are several excellent
resources available on the internet. Of note
are the guide entitled “Disability Etiquette:
Tips on Interacting with People with
Disabilities” developed by the United Spinal
Association; the “Guidelines for Reporting
and Writing about People with Disabilities”
developed by the Research and Training
Center on Independent Living, University of
Kansas; and the “Disability Etiquette
Handbook” developed by the City of San
Antonio Disability Access Office/Planning
Department.
For more information about the DHS Office
for Civil Rights and Civil Liberties and DHS
efforts under the Rehabilitation Act:
Visit: www.dhs.gov/crcl
Call: 1-866-644-8360 (toll free)
1-866-644-8361 (toll free TTY)
E-mail: [email protected]
