CPACC - Module 4: disability etiquette

This is Module 4 of Domain 1 of the CPACC (Certified Professional in Accessibility Core Competencies) Body of Knowledge — Disability Etiquette. After the theoretical models, the categories of disability, and the demographics, this module is the people-facing one: how to refer to and interact with people with disabilities respectfully.

Disability etiquette is a set of guidelines for respectfully interacting with, communicating about, and referring to people with disabilities. Three principles underpin all of it:

Put people first.
Focus on the whole person, not the attributes of their body.
Ask people what their needs and preferences are.

Inclusive language #

Being sensitive to language around disability demonstrates respect for people’s dignity. As awareness and inclusion improve, terminology evolves — so the goal is to avoid offensive or outdated terms and to know whether a given person prefers people-first or identity-first language.

People-first language #

The more common recommendation. It emphasizes the person, not the disability — e.g., “a person with a disability” rather than “a disabled person.” This is the form used in the UN Convention on the Rights of Persons with Disabilities (UNCRPD), and the form G3ICT/IAAP uses in line with the UNCRPD.

A person with / who has a disability
Someone who uses a wheelchair

Identity-first language #

Some people prefer identity-first language, placing the disability first to signal that it is a key part of their identity. It’s often used by self-advocates within disability communities.

A disabled person
A Deaf person — Deaf with a capital D indicates the person identifies as part of Deaf culture.

Outdated and offensive terms to avoid #

Bias still shows up in both attitudes and language. Avoid:

| Avoid | Why | |---|---| | Handicapped | Outdated; framing rooted in charity/deficit | | Suffers from, afflicted, invalid | Frames the person as a victim | | Crippled, deformed | Demeaning, dehumanizing | | Brave, inspiring | “Inspiration” framing — patronizing; defines the person by their disability |

General guidelines #

The course frames almost everything as a Do / Don’t pair.

| Do this | Not this | |---|---| | Speak directly to the person. | Don’t speak to their assistant or service animal. | | Offer assistance only after asking — and provide it the way the person asks. Don’t be offended by a refusal. | Don’t assume someone wants help, or act without their request/acceptance. | | Treat people as individuals, and treat adults as adults. | Don’t make assumptions about what someone can or cannot do. | | Acknowledge the person’s ability to make their own judgments and decisions. | Don’t assume someone isn’t capable. | | Follow the person’s lead on discussing their disability; if they offer a detail, you can inquire. | Don’t ask personal or medical questions (e.g., whether they were born with it) unless they bring it up first. | | Do your best to interact with the person, not the disability. | Don’t worry about making mistakes — just ask. |

Interacting with people with mobility disabilities #

| Do this | Not this | |---|---| | Ask whether they’d prefer you sit or stand. | Don’t touch or move someone’s wheelchair or assistive device without permission. | | Keep paths free of barriers. | Don’t speak to their assistant instead of to them. |

Interacting with people with visual disabilities #

| Do this | Not this | |---|---| | Tell them who you are; introduce others present and say where they are. | Don’t grab a person to guide them — let them take your arm. | | Ask if they want to be warned about steps, doors, and obstacles. | Don’t touch their service animal without permission. | | Say clearly where their seat is. | Don’t rely on facial expressions or gestures as a major part of the interaction. | | Feel free to use common sayings like “See you tomorrow.” | Don’t speak to their assistant instead of to them. |

Interacting with people with hearing or speech disabilities #

| Do this | Not this | |---|---| | Position yourself in their line of sight; get attention with a light touch or a wave. | Don’t shout at people who are d/Deaf or hard of hearing. | | Ask how they prefer to communicate (they may wish to lip-read). | Don’t assume they can’t interact with you. | | Speak at a normal pace and face the light. | Don’t cover your mouth or turn away while speaking. | | Be patient with people who have speech impairments. | Don’t correct them or finish their sentences. | | Ask them to repeat if needed, and say what you’ve understood so far. | If you don’t understand, don’t pretend you do. |

Interacting with people with cognitive and neurological disabilities #

| Do this | Not this | |---|---| | Cognitive: use clear, concrete language and give the person time to respond. | Don’t become impatient — repeat, slow down, and clarify as needed. | | Seizure lasting >5 minutes: call an ambulance. | Don’t restrain their movements, and don’t move the person. | | After a seizure: give them time alone — they may be disoriented or embarrassed. | Don’t give anything to eat or drink until the person has recovered. |

Interacting with people with psychological disabilities #

| Do this | Not this | |---|---| | Speak calmly, and offer to repeat information if the person is upset. | Don’t assume the person can’t handle stress. | | Acknowledge their feelings and express care and concern. | Don’t blame someone for their feelings. |

Review — the course’s own cheat sheet #

Quick self-check #

What are the three core principles of disability etiquette?
Which language form does the UNCRPD (and IAAP) use as its standard?
What does a capital D in “Deaf” signify?
Name three terms the course flags as outdated or offensive.
Why are “brave” and “inspiring” considered terms to avoid?
Why shouldn’t you move someone’s wheelchair without asking?
When you genuinely don’t know what’s appropriate, what’s the single safest move?

Knowledge check #

Answer each question, then check — the feedback explains every choice.

Knowledge check

1. Which is a respectful way to describe someone with dyslexia?

A person with a learning disability A learning-disabled person

2. What is the BEST reason to avoid touching or moving a person's wheelchair or assistive device without permission?

Assistive devices are considered an extension of the person's body It could damage the device It might be unhygienic The person may want to move it themselves later

3. Don't ask a person with a disability personal or medical questions (e.g., whether they were born with it) unless they bring it up first.

True False

4. You're talking with someone who has a speech disability and you didn't understand what they said. What's the BEST course of action?

Repeat back as much as you understood and ask for clarification Pretend you understood and move on Ask their companion to interpret Finish their sentences for them

5. Should you shake a person's hand, if they are able?

Yes No

6. You should talk to the disabled person, not to their assistant or service animal.

True False

Study tip: this module is short and almost entirely common sense expressed as Do/Don’t pairs. If you can recall the three principles, the people-first vs identity-first distinction, the terms to avoid, and the “devices are part of the body” rule, you’ll have the points. When a question feels ambiguous, the answer is almost always “ask the person.”