Despite the sweeping significance of the legislation and the protections, rights, and privileges that it extends to people with disabilities, the legislation cannot, of course, change attitudes and perceptions about disability. Unfortunately, discrimination does still exist, sometimes in active prejudice directed towards people with disabilities and sometimes as the result of ignorance about the abilities of people with disabilities or a lack of understanding about their needs. For these reasons, it is important for individuals to examine their own attitudes about disabled people and to educate themselves about the varied kinds of disabilities and their true characteristics. One way to begin exploring one’s own personal attitudes about disability is to take the self-analysis survey that we administered to ourselves in this class. I am proud to say that all of my responses to the eight survey items reflected the correct answers that were based on statistical evidence, but I am not so naïve as to think that I am completely free or prejudice or misinformation about disabilities, even having taken this class, completed this assignment, and thought about disabilities from a new and more informed perspective. In order to continue combating ignorance-my own and that of others-I must continue learning about the types of disabilities and their characteristics, what kinds of accommodations such disabilities may or may not require, and how I can contribute to making any environment more welcoming and accommodating for all people, including people with disabilities.

Regarding the etiquette of interacting with disabled people, I would contend that many people-even managers and leaders of businesses and professional organizations-do not possess the knowledge and social skills that are particularly sensitive to the needs, feelings, and realities of disabled people. While it has become unfashionable and politically incorrect to be insensitive to other areas of identity, such as race, gender, or religion, disability still seems to be a not-so-taboo subject. Because many people, especially in professional settings, have not had personal interactions with someone who has a disability, they often lack the experiences that might have improved their etiquette. Knowing how to talk about or to someone with a disability and knowing whether and how to offer and provide assistance remain challenging for many people. What the “Basic Etiquette: People With Disabilities” article suggests, however, is that much of the etiquette that dictates our interactions with people who are not disabled should also dictate our interactions with those who are disabled.

One area of etiquette in which most people who are not disabled need more practice is with respect to language. Some words have become so entrenched in our culture and in our social lingo that we use them unconsciously. Over time, we have lost awareness of what the words mean and how they affect people. The word “retarded” is often used by children and adolescents, and even adults, to describe a situation that does not make sense. People with mental disabilities are sometimes referred to as “vegetables,” rather than being in a vegetative state (in the clinical sense of this word), a label which completely dehumanizes a person and turns him or her into an object. Even words that seem innocuous are loaded with negative connotations. The use of the words “normal,” “healthy,” and “whole,” for instance, imply that people with disabilities possess none of these characteristics. It is important to monitor our own language and that of others to ensure that non-offensive and accurate terms are used to talk about all types of ability and disability, as well as people.

In addition to improving our language when talking about people with disabilities, it is similarly important to improve our habits in interacting with them. The section on interviewing people with disabilities may be labeled specifically for employers, but I found it to be helpful and relevant to any context. First of all, the interview tips point out that each type of disability is characterized by different strengths, limitations, and needs for accommodations. If the person who does not have a disability is in doubt about whether or how to provide assistance, then he or she should state that and should also ask directly how best to be sensitive to that person’s particular needs. One should always avoid infantilizing the person with a disability; a physical disability does not mean that there has been any cognitive compromise, and people with disabilities do not want to be treated as children. One should also avoid entering into the other individual’s personal space. Respect boundaries and physical limits just as would be the case with someone who does not have a disability. Do not touch anyone’s assistive devices unless asked to do so. Finally, if a person with a disability is accompanied by an aide, acknowledge that person, but do not use the aide as an intermediary to talk with the person who has the disability. Again, the same standards and etiquette that are used for someone without a disability should be the same ruler for measuring standards and etiquette with someone who has a disability.

All of these areas of discussion-legal compliance, self-examination of one’s attitude and practices, social etiquette, word choice, and appropriate and respectful interpersonal interactions-all contribute to an attitude and practice of inclusion. As indicated, the word and concept of inclusion means that “all people, regardless of their abilities, disabilities, or health care needs, have the right ot be respected and appreciated…, participate in recreational activities…, work…

By looking at all of the aspects of social inclusion, everyone with and without a disability will be contributing to an environment that is more respectful, hospitable, and interested in the contributions that everyone can make to the community and the society. Although many people who do not have disabilities may have limited experience or contact with people who do have disabilities, the kinds of considerations and practices examined here are important because they speak to the practice of respect for all people, and provide the theoretical, philosophical, and pragmatic resources that are necessary for doing so. In order to create a functional and inclusive society, we must work continuously to ensure that everyone has the ability to play a part.

Related Articles

Women, Science and Professional Limitations

References

Cornell University ILR School, Employment and Disability Institute. (2007). ADA, accommodation, and accessible IT. Retrieved on November 10, 2007 fromhttp://www.ilr.cornell.edu/edi/c-ada.cfm
New Freedom Initiative. (n.d.). Civil rights: Ensuring equal opportunity and protection under the law. Retrieved on November 10, 2007 from http://www.disabilityinfo.gov/digov-public/public/DisplayPage. do?parent FolderID=217

One-Stop Toolkit for Serving People with Disabilities. (2007). Glossary. Retrieved on November 10, 2007 from http://www.onestoptoolkit.org/glossary.cfm