{"id":674,"date":"2015-02-02T21:35:15","date_gmt":"2015-02-02T21:35:15","guid":{"rendered":"http:\/\/opentextbc.ca\/caregivers\/?post_type=chapter&p=674"},"modified":"2015-02-02T22:38:06","modified_gmt":"2015-02-02T22:38:06","slug":"chapter-2-whats-in-a-name","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/caregivers\/chapter\/chapter-2-whats-in-a-name\/","title":{"raw":"CHAPTER 2: WHAT'S IN A NAME?","rendered":"CHAPTER 2: WHAT’S IN A NAME?"},"content":{"raw":"
\r\n

\"Key<\/a> The Impact of Names Beyond the Hurt Feelings: Implications for Service and Support<\/h2>\r\n

... Language to AVOID<\/h2>\r\nKey Points for Caregivers\r\n<\/strong>\r\n
\r\n
    \r\n\t
  1. Avoid describing persons with intellectual disability as all the same. For example, avoid using the word the<\/em>, as in the intellectually disabled<\/em>, when talking about individuals with intellectual disability. This form of description treats persons with disability as objects and interferes with recognizing each person\u2019s uniqueness.<\/li>\r\n\t
  2. Avoid referring to individuals as particularly remarkable or interesting because they are persons with intellectual disabilities. Language that sets individuals or groups apart as somehow special<\/em> or unusual because of their disability actually reduces their value as human beings. This includes praising someone as brave<\/em> or courageous<\/em>, simply because that person has an impairment.<\/li>\r\n\t
  3. Avoid using language that expresses pity for a person with disability or for their family. For example, avoid comments such as \u201cIt\u2019s just so unfair (or \u201cWhat a shame\u201d or \u201cWhat a pity\u201d or \u201cHow awful\u201d) that your son has to live with such a disability.\u201d<\/li>\r\n\t
  4. Avoid polite terms or language that is vague and confusing. Though some terms sound sensitive, such as differently abled<\/em> or developmentally challenged<\/em>, those terms only indicate that a disability exists. They do not actually identify the disability<\/li>\r\n\t
  5. Avoid using language that labels a person with intellectual disability as someone who suffers from<\/em>, is a victim of<\/em>, or is afflicted with<\/em> the disability. These descriptions give negative suggestions about the person with the disability.<\/li>\r\n\t
  6. Avoid using language that describes persons with intellectual disabilities as having lower status. For example, by describing persons without disabilities as normal<\/em>, individuals with disabilities are suggested to be abnormal<\/em>. This can suggest that persons with disability are not good enough to belong to the preferred group, normal.<\/em><\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    \"Key<\/a> The Impact of Names Beyond the Hurt Feelings: Implications for Service and Support<\/h2>\r\n

    ... Language To USE<\/h2>\r\nKey Points for Caregivers<\/strong>\r\n
    \r\n
      \r\n\t
    1. Use language that is respectful, caring, and kind, and that communicates that the person is valued.<\/li>\r\n\t
    2. Use language that is appropriate to age and culture. For example, when meeting an older adult, a common custom may be to use a greeting such as: \u201cI am pleased to meet you Mr. Dodge. May I call you Henry?\u201d rather than presuming that Mr. Dodge can be called Henry simply because he has intellectual disability.<\/li>\r\n\t
    3. Use language that is preferred by the person living with the disability. For example, members of the People First self-advocacy organization in Great Britain prefer to say that they experience \"learning difficulties\" instead of saying that they have intellectual disability, or a learning disability.<\/li>\r\n\t
    4. Use the person's name and discuss issues in the same way that you would discuss issues when talking with or talking about someone who does not live with intellectual disability.<\/li>\r\n\t
    5. Treat each person as a person first, and with the understanding that using diagnostic labels is required only rarely and only in highly specific situations.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>","rendered":"
      \n

      \"Key<\/a> The Impact of Names Beyond the Hurt Feelings: Implications for Service and Support<\/h2>\n

      … Language to AVOID<\/h2>\n

      Key Points for Caregivers
      \n<\/strong><\/p>\n

      \n
        \n
      1. Avoid describing persons with intellectual disability as all the same. For example, avoid using the word the<\/em>, as in the intellectually disabled<\/em>, when talking about individuals with intellectual disability. This form of description treats persons with disability as objects and interferes with recognizing each person\u2019s uniqueness.<\/li>\n
      2. Avoid referring to individuals as particularly remarkable or interesting because they are persons with intellectual disabilities. Language that sets individuals or groups apart as somehow special<\/em> or unusual because of their disability actually reduces their value as human beings. This includes praising someone as brave<\/em> or courageous<\/em>, simply because that person has an impairment.<\/li>\n
      3. Avoid using language that expresses pity for a person with disability or for their family. For example, avoid comments such as \u201cIt\u2019s just so unfair (or \u201cWhat a shame\u201d or \u201cWhat a pity\u201d or \u201cHow awful\u201d) that your son has to live with such a disability.\u201d<\/li>\n
      4. Avoid polite terms or language that is vague and confusing. Though some terms sound sensitive, such as differently abled<\/em> or developmentally challenged<\/em>, those terms only indicate that a disability exists. They do not actually identify the disability<\/li>\n
      5. Avoid using language that labels a person with intellectual disability as someone who suffers from<\/em>, is a victim of<\/em>, or is afflicted with<\/em> the disability. These descriptions give negative suggestions about the person with the disability.<\/li>\n
      6. Avoid using language that describes persons with intellectual disabilities as having lower status. For example, by describing persons without disabilities as normal<\/em>, individuals with disabilities are suggested to be abnormal<\/em>. This can suggest that persons with disability are not good enough to belong to the preferred group, normal.<\/em><\/li>\n<\/ol>\n<\/div>\n<\/div>\n
        \n

        \"Key<\/a> The Impact of Names Beyond the Hurt Feelings: Implications for Service and Support<\/h2>\n

        … Language To USE<\/h2>\n

        Key Points for Caregivers<\/strong><\/p>\n

        \n
          \n
        1. Use language that is respectful, caring, and kind, and that communicates that the person is valued.<\/li>\n
        2. Use language that is appropriate to age and culture. For example, when meeting an older adult, a common custom may be to use a greeting such as: \u201cI am pleased to meet you Mr. Dodge. May I call you Henry?\u201d rather than presuming that Mr. Dodge can be called Henry simply because he has intellectual disability.<\/li>\n
        3. Use language that is preferred by the person living with the disability. For example, members of the People First self-advocacy organization in Great Britain prefer to say that they experience “learning difficulties” instead of saying that they have intellectual disability, or a learning disability.<\/li>\n
        4. Use the person’s name and discuss issues in the same way that you would discuss issues when talking with or talking about someone who does not live with intellectual disability.<\/li>\n
        5. Treat each person as a person first, and with the understanding that using diagnostic labels is required only rarely and only in highly specific situations.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n","protected":false},"author":2,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-674","chapter","type-chapter","status-publish","hentry"],"part":671,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/pressbooks\/v2\/chapters\/674","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":2,"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/pressbooks\/v2\/chapters\/674\/revisions"}],"predecessor-version":[{"id":689,"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/pressbooks\/v2\/chapters\/674\/revisions\/689"}],"part":[{"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/pressbooks\/v2\/parts\/671"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/pressbooks\/v2\/chapters\/674\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/wp\/v2\/media?parent=674"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/pressbooks\/v2\/chapter-type?post=674"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/wp\/v2\/contributor?post=674"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/caregivers\/wp-json\/wp\/v2\/license?post=674"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}