Disability is a normal part of the human experience, and some form of disability affects about one in five Australians and this number is increasing, partly as a result of an ageing population. Numbers of students with disability in education and training have more than doubled in recent years (to around 6%) but are still under-represented.
Our perceptions of people with disability are socially and culturally conditioned. Negative attitudes and assumptions, often based on misunderstanding or ignorance, can shape the way we behave towards them. People with disability are as diverse as those without - blind people are no more alike than brown-eyed people! They are also parents, partners, managers, employees, artists and sports people. One of the most useful ways to better understand their experience is to listen to the voices of those who live with disability.
Disability is not so much an attribute of the individual as of the social and physical environment in which he or she lives. The nature of the disability experienced by the individual can be moderated when environments and practices are designed to be inclusive.
About Impairment
Impairments are variously disabling depending on the extent to which society and our organisation makes provisions for their inclusion. For example, a person who uses a wheelchair will have no difficulties negotiating a well-designed, accessible building, but is completely disabled in a poorly designed one.
While it's important to have some understanding of a student's impairment, your focus should be on any implications for learning. Students at the same institution and with similar impairments may have very different needs. Also many impairments are inconspicuous so rather than make assumptions about the impact of a student's condition on their learning, ask them what assistance or accommodations they need.
Although there is little that staff in education and training can do to change the facts of students' impairments, there is much scope for altering the environment so that it is less disabling. By implementing the strategies in this resource we can minimise the extent to which education and training organisations disable students.
Language & Communication
Language both reflects and constructs the way we think about people with disability. Inclusive language is therefore an essential part of making sure people with disability are not excluded. Staff and students have a responsibility to be aware of the impact of their verbal and written language on others.
Many of us are unsure what to say or do when we meet someone who moves,acts or communicates differently. Do not be afraid to make a mistake when meeting and communicating with someone with a disability. If youdon't know what to do, ask the person about the best way to communicate. Relax and don’t be embarrassed if you happen to use terms such as ‘See you later’ or ‘Did you hear about ...?’ Developing basic communication skills will make the interaction easier.