How we communicate about people with disabilities has often been driven by people outside of the disability community. In recent decades, disability advocates have pushed for person-first language. Person-first language puts the person before their disability or diagnosis.
The goal of this course is to teach DSPs in IDD settings about person-first language and how it shapes our communication.
How we communicate about people with disabilities has often been driven by people outside of the disability community. In recent decades, disability advocates have pushed for person-first language. Person-first language puts the person before their disability or diagnosis. The goal of this course is to teach DSPs in IDD settings about person-first language and how it shapes our communication.
This activity is approved for 1.00 contact hours.
This course is NCCAP approved NCCAP5029978-24NT. All NCCAP approved courses count 100% towards certification.
Outline:
Section 1: Introduction
About This Course
Learning Objectives
Section 2: Person-First Language
What Would You Say?
What is Person-First Language?
Why Use Person-First Language?
Language Follows a Model
Language Shapes Us
What is Identity-First Language?
Review
Summary
Section 3: Using Person-First Language
How To Use Person-First Language
Disability vs. Handicap
Describing Disability
Euphemisms
Language Describing IDD
Language Describing Physical Disabilities
Language Describing Sensory and Communication Disabilities
Language Describing Mental Health Disabilities
Language Describing Health Conditions and Other Disabilities
Review
Summary
Section 4: Conclusion
Course Summary
Course Contributor
Resources
References
Jessica Gramp is a SME Writer at Relias. Her primary writing responsibilities are in the Health and Human Services vertical, in the content area of intellectual and developmental disabilities. Jessica received her Bachelor of Science in Health Science, with a concentration in Disability Studies and Human Development, from Stony Brook University. She has eight years of experience serving people with intellectual and developmental disabilities and their supporters, including roles as direct support professional, case manager, and qualified professional. Her experiences and coursework over the years have allowed her to develop a strong knowledge of person-centered planning and care, community resources, and service delivery.
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