OHSU Inclusive Language Guide
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Glossary. a Tool for the Use of Gender-Inclusive Language
GLOS- SARY A tool for the use of gender-inclusive language 2 Metropolis advocates engaged metropolitan governance that attends to social life in all its complexity, seeking to enhance the quality of life of all citizens living in metropolitan spaces. To do so, it is crucial to incorporate a gender perspective in the structure of the organisation, while drafting every public policy, and while managing the services offered in our metropolises. It is part of Metropolis’ mission to provide more visibility on the involvement and commitment of our membership as they work towards ensuring that women and girls have the right to the city, by drawing up policies, strategies and instruments that promote gender equality. This Glossary was conceived in response to Metropolis Action Line 2, which claims for the strengthening of urban capacities for good metropolitan governance, indicating as a specific measure the creation of a full gender- sensitive and effective plan on learning and capacity building. Developed within the Metropolis Secretariat General, this Glossary represents a tool for promoting the use of a common and inclusive language in metropolitan governance. The listed terms aim to raise the awareness of gender-inclusivity in the context of sustainable urban development. Intended since its conception as work in progress, Metropolis’ Glossary will be reviewed periodically to keep the terminology updated and consistent with the rapidly changing urban reality. Our members and partners are invited to give their contribution and feedback during this process, sending an email to [email protected] 3 A 2030 Agenda Autonomy for Sustainable The concept of autonomy refers to people’s capacity to make free and Development informed decisions about their lives, enabling them to be and act in accordance The plan of action adopted by the United with their own aspirations and desires, Nations in 2015 for “people, planet, given a historical context that makes and prosperity” that includes 17 those possible. -
Inclusive Language Guide Living Document – Updates Made Frequently
Inclusive Language Guide Living Document – Updates made frequently What this document is: This is a living resource compiled by the Inclusive Communications Task Force at Colorado State University. The document is intended to serve as a best practices guide. It is provided and will be updated with the intention of sharing meaningful and useful language suggestions. It is worth noting that language is always evolving so this document will be updated periodically. What this document is not: This is not an official policy or required practice. This document is intended as a resource to help our campus community reflect our Principles of Community particularly inclusion, respect, and social justice. The language in the guide may not apply to every individual and it is critical to take personal preference into account. The guide is not about political-correctness or policing grammar, but rather helping communicators practice inclusive language and helping everyone on our campus feel welcomed, respected, and valued. A few general best practices: Use people-first language (i.e. person with a disability vs. disabled or person of color vs. colored) unless the person indicates another preference. Never assume a person’s gender identity based on their name or their appearance – if you don’t know, use gender inclusive pronouns or ask for their pronouns Use gender inclusive language when speaking in generalities or about groups of people that you do not know the individual pronouns of (i.e. everyone vs. ladies and gentlemen and they/them/theirs vs. he/him/his and she/her/hers). WORD/PHRASE TO AVOID WORD/PHRASE MEANING OR REASON SUGGESTION FOR REPLACEMENT PHRASE SHOULD BE AVOIDED Addicted / Like Crack Oftentimes used to describe something I’m hooked / I’m a devoted fan of that the person uses often, “I’m addicted to Netflix” or “These candies Delicious / excellent are like crack”. -
LGBTIQ+ Health Australia
LGBTIQ+ Health Australia Response to the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability Issues Paper Executive Summary Question 8 of the Issues Paper on promoting inclusion of the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability addresses the barriers and challenges to inclusion of LGBTIQ+ people with disability. LGBTIQ+ people with disability experience multi-layered discrimination due to their diverse sexual orientations, gender identity and intersex status. Applying an intersectional lens is fundamental to designing and implementing effective programs to develop more inclusive society for LGBTIQ+ people with disability. LGBTIQ+ Health Australia welcomes the opportunity to respond to the Issues Paper addressing barriers to inclusion of LGBTIQ+ people with disability. The submission highlights evidence-based factors that create exclusive spaces for LGBTIQ+ people with disability, such as lack of feeling of support, psychological distress, violence and harassment against them. It also addresses experience of minority stressors, data collection on LGBTIQ populations with disability, intersectional experiences, the role of self-determined community organisations and the importance of co-design approaches across projects and programs to inclusion of LGBTIQ+ people with disability. Introduction LGBTIQ+ Health Australia (LHA) is the largest national peak organisation working to promote the health and wellbeing of LGBTIQ+ people and communities. LHA is uniquely placed with a diverse membership that spans across states and territories, and includes LGBTIQ+ self-determined community health organisations, LGBTIQ+ community groups and state and territory peak bodies, service providers, researchers, and individuals. LHA is strategically positioned to provide a national focus to improving the health and wellbeing of LGBTIQ+ people through policy, advocacy, representation, research evidence, and capacity building across all health portfolios that are of significance to our communities. -
Compendium of Health Data Sources for Adults with Intellectual Disabilities
2011 Compendium of Health Data Sources for Adults with Intellectual Disabilities Center for Developmental Disabilities Evaluation and Research, Shriver Center, University of Massachusetts Medical School Human Services Research Institute November 2011 Authors: Alexandra Bonardi, Emily Lauer, Courtney Noblett University of Massachusetts Medical School’s Center for Developmental Disabilities Evaluation and Research (CDDER) Sarah Taub, Julie Bershadsky Human Services Research Institute The authors thank Patrick Gleason for his editorial assistance, and members of the RTOI Project Advisory Group for their formative guidance throughout the development of this work. RTOI Project Advisory Group: Robert Baldor, Mary Blauvelt, Val Bradley, Mike Fox, Matt Janicki, Christine Linehan, Chas Moseley, Deirdra Murphy, Susan Parish, Ismaila Ramon, Steven Staugaitis. This compendium was developed as part of the 2010 Research Topic of Interest (RTOI): Health Surveillance of Adults with Intellectual Disability, awarded by the Association of University Centers on Disabilities (AUCD) and funded through a cooperative agreement with the Centers for Disease Control and Prevention (CDC) National Center on Birth Defects and Developmental Disabilities (NCBDDD). Additional project materials can be accessed by contacting the Principal Investigator at [email protected]. COMPENDIUM OF HEALTH DATA SOURCES FOR ADULTS WITH INTELLECTUAL 2011 DISABILITIES Table of Contents Introduction ................................................................................... -
Breaking the Racial and Poverty Lines Jeffrey C
Fordham Urban Law Journal Volume 41 Number 2 Special Education in Urban Schools: Ideas Article 5 for a Changing Landscape March 2016 Math & Science Are Core to IDEAs: Breaking the Racial and Poverty Lines Jeffrey C. Sun Ohio State University Philip T.K. Daniel Ohio State University Follow this and additional works at: https://ir.lawnet.fordham.edu/ulj Part of the Civil Rights and Discrimination Commons, Education Law Commons, Law and Society Commons, and the Legislation Commons Recommended Citation Jeffrey C. Sun and Philip T.K. Daniel, Math & Science Are Core to IDEAs: Breaking the Racial and Poverty Lines, 41 Fordham Urb. L.J. 557 (2013). Available at: https://ir.lawnet.fordham.edu/ulj/vol41/iss2/5 This Article is brought to you for free and open access by FLASH: The orF dham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Urban Law Journal by an authorized editor of FLASH: The orF dham Law Archive of Scholarship and History. For more information, please contact [email protected]. MATH AND SCIENCE ARE CORE TO THE IDEA: BREAKING THE RACIAL AND POVERTY LINES Jeffrey C. Sun* & Philip T.K. Daniel** Introduction ............................................................................................. 558 I. Legislation and Regulations Governing Students with Disabilities ......................................................................................... 562 A. Early Education Laws Placing Attention on Students with Disabilities .................................................................... -
Inclusive Language Terminology
INCLUSIVE LANGUAGE TERMINOLOGY The list below presents some terms and definitions that orient Texas Tech's approach to fostering an inclusive and affirming environment. We recognize that this is not an exhaustive list. Though this list does not encapsulate all of the factors that contribute to an understanding of campus climate, we hope that this list can begin to provide some language for articulating various experiences on campus. Ableism Systemic and cultural power awarded to able-bodied/minded people at the expense of people who identify as disabled and/or are socially defined as having a disability. Accessibility: Facilities The extent to which a building or other facility is readily approachable and does not inhibit the mobility of individuals with disabilities. Accessibility can also refer to the extent to which curriculum and programming has been designed to accommodate the needs of individuals of all abilities, including cognitive, learning, and sensory. Accessibility: General Accessibility references the ability to gain access to an environment, location, curriculum, and/or programming for individuals with varying physical, cognitive, learning, and/or sensory needs. Acculturation The cultural modification of an individual, group, or people by adapting to or borrowing traits from another (generally dominant) culture. Affirmative action: Employment Proactive efforts to achieve equal employment opportunity and eliminate the effects of past and present discrimination, particularly on the basis of race and gender. The intent is to identify barriers to equal opportunity, eliminate the effects of bias (both conscious and subconscious), and achieve parity with workforce demographics among available and qualified individuals. Affirmative action is not: quota systems, lowering of job standards, selection of unqualified candidates, or reverse discrimination. -
2009-2010 Student Templates Instruction Manual
Nebraska Student and Staff Record System http://www.nde.state.ne.us/nssrs STUDENT Templates Instruction Manual Version 4.2.0 – November 18, 2009 Student Student Snapshot Student Summary Attendance School Enrollment Replaces (all or in part) the following NDE data collections: • NDE02-001 Dropout Report • NDE02-002 Annual Statistical Summary • NDE02-003 Intermediate Education Agency Annual Statistical Summary • NDE02-017 School District Membership • NDE02-043 High School Completer Report • NDE03-018 State Aid Supplement to School District Membership Report • NDE11-005 Limited English Proficient Student Survey • NDE11-009 Emergency Immigrant • NDE16-010 Career and Technical Education Accountability and Annual Report • NDE28-021 Title 1 Free/Reduced Lunch Data Form (Nonpublic) • NDE30-005 Final Count of High Ability Learners 2009-2010 Nebraska Department of Education 301 Centennial Mall South PO Box 94987 Lincoln, NE 68509-4987 888-285-0556 402-471-3151 [email protected] This instruction manual is provided to assist school personnel in submitting data to the Nebraska Department of Education. The information contained herein is intended to be consistent with Rules 10, 14, 21, and 24 and relevant statutes. However, this instruction manual is not a substitute for the actual rules and/or statutes upon which it is based. Please refer to the relevant statutes and/or rules for the actual state requirements and for additional information or clarification. TABLE OF CONTENTS TABLE OF CONTENTS ........................................................................................................... -
Staff Perceptions of Barriers to Workplace Participation
1 DOING IT DIFFERENTLY STAFF PERCEPTIONS OF THE BARRIERS TO WORKPLACE PARTICIPATION EXPERIENCED BY PUBLIC SERVANTS WITH DISABILITY IN THE AUSTRALIAN PUBLIC SERVICE MARK EVANS, MEREDITH EDWARDS, CARMEL McGREGOR AND PENNEY UPTON 2 November 2016 3 CONTENTS 04 Acknowledgements 05 About the Institute for Governance and Policy Analysis 06 About the Authors 08 Acronyms 09 Prologue: – selected perceptions of people with disability 11 Executive Summary 24 1. Introduction 26 2. What the existing evidence tells us 38 3. Research methods 41 4. Research Findings 62 5. In Conclusion – doing it differently 66 6. References 70 ANNEX A: Recruitment Guide for Focus Groups 71 ANNEX B: Focus Group Schedules 77 ANNEX C: Quantitative Survey Questionnaire 81 ANNEX D: Focus Group Perceptions of the State of Play and the Way Forward LIST OF FIGURES AND TABLES Figures 20 Figure ES1: Barriers to workplace participation experienced by people with disability 40 Figure 1: Declared disabilities 63 Figure 2: Barriers to workplace participation experienced by people with disability Tables 39 Table 1: Roles and disability status of respondents ACKNOWLEDGMENTS 4 This project forms part of a broader program of research on disability policy in Australia which began in 2014. Members of the Institute for Governance and Policy Analysis (IGPA) at the University of Canberra were con- cerned to build on the gains of the National Disability Insurance Scheme and heighten public awareness of the need for disability policy reform in Australia. A Reference Group consisting of David Brady (Deafness Forum of Australia), Laurie Brown (Professor, IGPA), Meredith Edwards AM (Emeritus Professor IGPA), Mark Evans (Director, IGPA), Josh Fear (Mental Health Australia), Owen Livermore (Australian Public Service Commis- sion), Keith Mahar (Mental Illness Education ACT), Carmel McGregor (Adj. -
2015 Annual Report (PDF)
2014 AnnualReport Center for Disability Rights, Inc. 2015 497 State Street Rochester • NY 14608 (585) 546-7510 PAGE Reflecons 02 from President & CEO Dear friends, 2015 marks a major milestone for the Disability Rights Movement, with the celebraon of the 25th Anniversary of the Americans with Disabilies Act (ADA). Events and celebraons were taking place all across the country throughout the year. During the months of June and July, CDR hosted a series of eleven ADA events free of charge and open to the community to help bring awareness of the ADA for the disability community and to truly celebrate such a momentous anniversary! We completed our celebraon with CDR’s annual Gala fundraiser where we recognized several influenal individuals in the Rochester community and across New York State that have posively impacted the work we do towards full integraon, independence, and civil rights for people with disabilies. The celebraons were a lot of fun for all in aendance, however we did not just spend the year celebrang the work that has been done. In true CDR fashion, our Advocacy team was hard at work draing new legislaon to further the work of the ADA and finally make community living an absolute right for people with disabilies; the Disability Integraon Act. CDR and several advocates in the Disability Rights Movement worked closely with Senator Schumer to create this new legislaon, that builds on the 25 years of work that ADAPT has done to end the instuonal bias and provide seniors and people with disabilies home and community‐based services (HCBS) as an alternave to instuonalizaon. -
Using Inclusive Language in the Applied-Science Academic Environments
Technium Social Sciences Journal Vol. 9, 151-162, July 2020 ISSN: 2668-7798 www.techniumscience.com Using Inclusive Language in the Applied-Science Academic Environments Pooya Taheri Mechatronic Systems Engineering Department, Simon Fraser University, Surrey, BC, Canada V3T 0A3 [email protected] Abstract. Language is not neutral or used in a vacuum; language is one of the most powerful tools we have as humans that incorporates personal assumptions, social norms, and cultural ideologies. It is therefore important to consider language critically and to watch for biases in usage. Language reflects the world it is used in, but it is also active in maintaining or redesigning that world. It can be a tool of discrimination or of empowerment. We can use it to foster discrimination, unintentionally or otherwise, or we can use it to help make a fairer world [1]. Words have the power to affect our personhood, our identity, our attitudes, and our images about others. The power of language to affect our identity and behaviour was realized by oppressed groups in the 20th Century. Language is an important part of socialization - it plays a crucial part in the process whereby people learn the behaviours and values of a particular group or culture [2]. Historically, language has left many out. Individuals and groups have been marginalized and discriminated against because of their culture, race, ethnicity, gender, sexual orientation, age, disability, socioeconomic status, appearance, and more. Inclusive language seeks to treat all people with respect, dignity, and impartiality. It is constructed to bring everyone into the group and exclude no one. -
Inclusive Language Manual March 2019 (Last Updated September 2019)
City of Oshawa’s Inclusive Language Manual March 2019 (Last Updated September 2019) City of Oshawa’s Inclusive Language Manual Introduction ................................................................................................................... 1 Diversity and Inclusion Definitions ............................................................................... 1 How to Use the Manual ................................................................................................ 1 Key Approaches to Inclusive Language ....................................................................... 2 1.0 Focus on Ability ...................................................................................................... 3 1.1 Making Better Choices with Language – Focus on Ability...................................... 3 1.2 What can I do to be more inclusive? ...................................................................... 4 2.0 Focus on Age........................................................................................................... 5 2.1 Making Better Choices with Language – Focus on Age ......................................... 5 2.2 What can I do to be more inclusive? ...................................................................... 5 3.0 Focus on Gender ..................................................................................................... 7 3.1 Making Better Choices with Gender-neutral Language .......................................... 7 3.2 What can I do to be more inclusive? ..................................................................... -
Using Equitable Language
UNIVERSITY MARKETING & COMMUNICATIONS USING EQUITABLE LANGUAGE Language is powerful. It’s how we tell our own stories and learn about others’ lives. It’s how we connect, inspire and build bridges. At the University of Washington, we’re devoted to broadening horizons, learning and teaching about the vast array of cultures in the world, and making connections among the diversity of people’s experiences and wisdom. We reach those goals with inclusive language: communication that respects and reflects people’s lived experience, using the words they find most accurate and centering their point of view. Inclusive language helps us understand and be understood; it shows that we’re listening and that we care; it helps us build trust with our readers. Language evolves along with culture. It will never be possible to list all the “right” ways of using language for diversity, inclusivity and equity, because language and culture are fluid. As communicators, we have a responsibility to stay current on the language of identity and inclusion. Using a term that might once have been the norm but is now out of use can come across as insulting or disrespectful; even if you didn’t intend to cause hurt, it’s the impact that matters. Continuing to learn and observe how people and groups describe themselves will help you be as accurate and culturally aware as possible, forging connections and understanding rather than reinforcing power imbalances. Equitable language means not only using (and avoiding) particular words but paying attention to whom you write about, how you tell their stories, whose points of view are included and whose are absent — whose voices are amplified and whose perspective is assumed.