Considerations:

Use images that show people with disabilities interchangeably with images of people without disabilities.

Show individuals with disabilities smiling, active, talking with a medical professional, acting as a medical professional, etc.

Use images and language depicting people living with a disability as successful, competent and independent. Review educational materials for accessibility. Microsoft has accessibility tools that can be useful.

Cautions:

Avoid highlighting a person’s disability unless it is pertinent to the case discussion/education.

Avoid images that show a person with a disability being excluded or isolated, requiring assistance, or the subject of sympathy (e.g., pat on the head) unless related to the topic and educational objectives.

Considerations:

Focus on the person first, not their disability. Describe what the person has or is experiencing, not who the person is. Instead of “disabled person," say "person living with a disability,” or identify the specific condition, “person living with muscular dystrophy.” Instead of “dwarf,” say “person with dwarfism” or “person of short stature.”

In some cases, it may be appropriate to use identify-first language. Many people in Deaf, blind and autistic communities prefer identify-first language (e.g. blind person) as an expression of pride in their identity and a positive reclamation of their disability.

Familiarize yourself with preferred terminology and recognize that what may be appropriate for one individual may not be appropriate for another. There is not always a consensus among disability communities and terminology is constantly evolving. When discussing a case involving a real patient, use their preferred terminology when known.

Cautions:

Avoid using terms that imply a negative impact of a person’s disability. For example: afflicted, suffers, is a victim of, is sick with. Instead, use "living with" or "is diagnosed with."

Avoid using made-up words like “differently-abled” or “handicapable.” While well-intentioned, these terms are not generally preferred.

Avoid describing the extent of someone’s condition as “high-” or “low-functioning.” The word “severe” can also imply judgment. “Significant” may be a better alternative or be specific about what the person is and is not able to do.

Avoid using the term “able-bodied” to refer to people without a disability. This suggests that people with disabilities do not have “able bodies.”

Considerations:

Acknowledge overlapping/intersecting identities.

For example, a person experiencing poverty and living with a disability will have a much different experience than a person with affluence living with a disability.

It is important to understand how different layers of identity affect people and should also affect the way we describe and discuss these individuals.

Include identities or other conditions that are relevant to the case and educational outcomes.

Cautions:

Avoid assumptions about an individual based on their disability.

For example: not all people who are blind read Braille; some people who use wheelchairs can walk.

Considerations:

Acknowledge that many disabilities in and of themselves do not imply a condition that needs to be addressed.

What may seem like an impairment for one person, may not be for another. Identify and discuss treatment of the symptoms causing the patient distress or impairment.

Consider all aspects of a patient’s health when presenting history or discussing treatment recommendations, not just in relation to their disability.

Caution:

Do not refer to people without disabilities as “normal” or “healthy."

Do not refer to a person with a disability as “courageous,” “brave,” or anything that implies that they are somehow special or superhuman simply because of their disability.

Do not assume that because a person has a disability they are helpless and in need of assistance.

Do not assume that a person with a physical disability also has decreased mental function.