Demonstrate sensitivity in communicating and interacting with persons with disabilities.

Demonstration should consist of

• using person-first language—using person-focused nouns (e.g., child with autism; person with diabetes) rather than disability-focused nouns (e.g., autistic child; diabetic)
• practicing disability etiquette—exhibiting courtesy and sensitivity in interactions with persons with disabilities (e.g., avoid leaning on a wheelchair; avoid touching therapy dogs)
• explaining the distinction between the terms disability (a physical limitation that keeps a person from performing an activity) and handicap (an environmental restriction or a mind-set that limits or blocks another person's possibilities of performing a task or taking part in an activity) and the role of that distinction in communicating with persons with disabilities.

Process/Skill Questions:

• What are three examples of disability etiquette? How does disability etiquette relate to communication?
• How should one greet someone who is using a wheelchair? Who has a hearing impairment?