Guiding Principles
The core principle is simple:treat people with disabilities with the same respect and consideration you give everyone else. These guidelines help you put that principle into practice.
Person-First vs. Identity-First Language
Some people prefer "person with a disability" (person-first), while others prefer "disabled person" (identity-first). When in doubt, follow the individual's lead or ask their preference. Both approaches are valid—what matters is respect.
General Communication Guidelines
- Ask before providing assistance.Don't assume someone needs help—ask first and respect their answer.
- Talk directly to the person, not through their companion, interpreter, or aide.
- Refer to a person's disability only if relevantto the conversation.
- Avoid derogatory language.For example, say "a person who uses a wheelchair" rather than "a person confined to a wheelchair." A wheelchair is liberating, not confining.
- Provide information in multiple formatswhen possible (written, spoken, visual).
- Don't interact with service animalswithout permission. They're working.
- Don't be afraid of common phraseslike "see you later" or "let's walk through this"—they're fine.
- Don't touch mobility devices or assistive technologywithout consent. These are extensions of personal space.
- Don't assume physical contact is okay.Handshakes, high-fives, and hugs should be offered, not assumed.
- Understand that not everyone uses eye contact, especially some neurodivergent individuals.
Blind or Low Vision
Do
- Identify yourself when you approach: "Hi, this is Alex from IT."
- Be descriptive with directions: "The coffee is about three feet to your left."
- Describe visual information verbally during presentations.
- Read aloud any text you're showing or distributing.
- When guiding, offer your elbow rather than grabbing their arm.
- Tell the person when you're leaving the conversation.
- Describe the content of charts, graphs, and images.
Don't
- Say "over there" or point without verbal description.
- Grab or push the person to guide them.
- Pet or distract a guide dog.
- Move items without telling them.
- Assume they can't see anything—"low vision" means some usable vision.
- Leave without saying goodbye.
Deaf or Hard of Hearing
Do
- Face the person when speaking so they can see your lips.
- Speak clearly at a normal volume. Speak louder only if requested.
- Repeat questions from audience members before answering.
- Use paper/pencil or type on your phone if needed for clarity.
- When using an interpreter, speak directly to the deaf person, not the interpreter.
- Look at the person who is deaf, even when the interpreter is voicing.
- Get the person's attention with a gentle wave or tap on the shoulder.
Don't
- Cover your mouth while speaking.
- Chew gum or eat while talking.
- Turn away mid-sentence.
- Shout (it distorts lip movements).
- Assume all deaf people can lip-read or sign.
- Talk to the interpreter instead of the deaf person.
Mobility Impairments
Do
- Sit down for long conversations with wheelchair users to maintain eye level.
- Ensure meeting spaces are physically accessible.
- Respect personal space—the wheelchair is part of it.
- Ask before moving items that may be needed for mobility.
- Offer to carry items if it seems helpful, but wait for acceptance.
Don't
- Lean on or touch someone's wheelchair.
- Push the wheelchair without asking.
- Move mobility aids out of reach.
- Assume the person can't participate in activities.
- Talk to a companion instead of the person.
Speech Impairments
Do
- Listen carefully and patiently.
- Repeat what you think you understood, then ask for clarification.
- Ask short questions that require short answers if needed.
- Allow extra time without showing impatience.
- Consider written communication as an alternative.
Don't
- Finish sentences for the person.
- Pretend to understand when you don't.
- Rush the conversation.
- Talk to someone else as if the person isn't there.
Cognitive & Learning Disabilities
Do
- Offer directions or instructions both orally and in writing.
- Read instructions aloud if asked.
- Use plain language and avoid jargon.
- Break complex information into smaller steps.
- Allow extra processing time.
- Provide written summaries of important conversations.
- Be patient if information needs to be repeated.
Don't
- Assume the person can't understand complex topics.
- Use condescending language or tone.
- Rush through explanations.
- Make assumptions about intelligence.
Psychiatric Impairments
Do
- Provide information in clear, calm, respectful tones.
- Allow opportunities for questions.
- Be patient and flexible.
- Respect confidentiality.
- Focus on the person's abilities, not limitations.
- Offer breaks during long meetings if helpful.
Don't
- Make assumptions about behavior or capabilities.
- Use stigmatizing language ("crazy," "insane").
- Discuss the person's condition with others.
- Take unpredictable behavior personally.
Tips for Presenting & Teaching
When delivering presentations, hosting events, or teaching classes:
Before the Event
- Ask about accommodation needs in registration or syllabus.
- Ensure the venue is physically accessible.
- Arrange for interpreters, captioners, or assistive listening devices if needed.
- Provide materials in advance when possible.
During the Presentation
- Use a microphone, even if you "project well."
- Face the audience when speaking.
- Verbally describe visual content on slides or demonstrations.
- Repeat audience questions before answering.
- Allow extra time for questions and processing.
- Take breaks during long sessions.
Materials
- Ensure slides have sufficient contrast and large text.
- Provide alt text for images in handouts.
- Offer materials in multiple formats (print, digital, audio).
- Caption all videos.
Common Access Solutions by Disability
The following examples illustrate typical accommodations, though individual needs vary. Always discuss specific needs with the person.
Low Vision
- Seating near the front of class or meeting room
- Large print handouts, signs, and equipment labels
- Monitor connected to microscope or lab equipment to enlarge images
- Materials available in accessible electronic format
- Screen magnification software
Blindness
- Course materials in braille or accessible electronic format
- Verbal descriptions of visual aids, charts, graphs, images
- Raised-line drawings and tactile models of graphic materials
- Braille equipment labels, auditory lab warning signals
- Adaptive lab equipment (talking thermometers, calculators, light probes)
- Computer with optical character recognition, screen reader, braille display
Hearing Impairment
- Sign language interpreter or real-time captioning (CART)
- FM system or hearing loop
- Note-taker
- Written instructions, lab manuals, summaries
- Use of email for discussions
- Visual warning systems for emergencies
Learning Disability
- Note-taker and/or recorded class sessions
- Captioned films and videos
- Extended time on exams, alternative testing arrangements
- Visual, aural, and tactile instructional demonstrations
- Computer with voice output, spellchecker, grammar checker
- Reading software for digital texts
Mobility Impairment
- Note-taker, lab assistant, group lab assignments
- Classrooms, labs, and field trips in accessible locations
- Adjustable tables, lab equipment within reach
- Materials available in electronic format
- Computer with alternative input device (voice, alternative keyboard)
Health Impairment
- Note-takers for missed classes
- Flexible attendance policies when possible
- Extended time on exams
- Materials in electronic format
- Email communication for updates during absences
Sources & Attribution
This guidance is adapted from leading resources on disability etiquette and inclusive communication.
Primary Sources
- UW DO-IT: Equal Access: Universal Design of Instruction— Communication hints and access solutions adapted from Dr. Sheryl Burgstahler's work at the University of Washington.
- UW DO-IT: Working Together: Faculty and Students with Disabilities— Examples of access solutions by disability type.
- UW DO-IT Center— Disabilities, Opportunities, Internetworking, and Technology.
Permission Statement
Content adapted from University of Washington DO-IT publications. "Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged." — UW DO-IT
Additional Resources
- ADA.gov— Americans with Disabilities Act information
- Job Accommodation Network (JAN)— Workplace accommodation guidance
- AHEAD— Association on Higher Education and Disability
Related Resources
- Accessibility Glossary— Key terms and definitions
- Assistive Technology Overview— Common tools and how they work
- Faculty Guide— For instructors working with students
- Inclusive Events Guide— Planning accessible events