next Steps

Here are some suggestions for next steps after finishing Module 6.
Choose an option that's right for you or create your own. 
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next steps
if ​This is New Information
​for You

​Make a conscious effort to follow advice from the "Disability Sensitivity Training Video"
On and off campus, try following advice from the humorous training video.  Give it a try to see if you do anything differently! 

Find the style guide you use the most
Whether it's APA, Chicago style, or something else, check to see if there are any guidelines for language and be sure your students know about those and other conventions for describing people.

Try switching to person-first language
Deliberately make the change to see if you're already doing this or not.  If you use this more often, you're more likely to also write and teach with person-first language.

Next steps if you're 
​Familiar with Information
​in This Module

Explore disability-related language on a deeper level
Go beyond basic information about language that's presented here.  Check out the National Center on Disability and Journalism, which explains many more terms in their Language Style Guide.

Set up a departmental training or event about disability language.
Since all students, staff, and faculty must write about disability at some point, convene people to talk about the differences and what style guides for your field recommend.  

Ask students to analyze disability language 
When disability, chronic illness, mental illness, or bodily "difference" comes up in class, ask students to think about what the terminology conveys and what the author(s) want readers to believe about disability.  This works even in classes that don't traditionally have discussions, like math STEM courses -- disability is everywhere. (Example: if a dataset has labeled participants with and without Cerebral Palsy as "CP" and "Normals," what does that imply?)
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