The document addresses the impact of discriminatory language and stereotypes on marginalized groups, emphasizing the importance of recognizing individuality and avoiding irrelevant descriptors when discussing people. It also discusses the need for sensitivity to language evolution and suggests alternatives to outdated or offensive terms. Additionally, it highlights the specific challenges faced by disabled women, who often remain underrepresented in human rights discussions despite being the largest minority group.

1. Discriminatory Language * creates or reinforces a hierarchy of difference between people. * a symptom of and a contributor to the unequal social status of for example women, people with disabilities and people from various ethnic and social backgrounds

2. Identifying Relevant Qualities In many contexts it is unnecessary to mention a person's sex, race, ethnic background, sexuality, age, disability, or physical appearance. For members of minority, or less powerful groups, these characteristics are often highlighted, even to the exclusion of other information which would have been more relevant in the context.

3. Stereotypes a male professor, a heterosexual teacher, a female professor, an attractive young doctor extra information irrelevant: no impact on the qualities or experience the person may bring to their role. Including irrelevant information can be discriminatory where that information: Overemphasises a particular characteristic that is irrelevant or of minor importance, or Sensationalises aspects of a person's life or life style

4. Language can challenge and change stereotypes rarely a male academic, a heterosexual teacher or a white lawyer are used as these adjectives are often assumed Irrelevant information qualifies the other information about a person, making the person secondary. It also perpetuates beliefs about how society is structured and who belongs in certain role or positions. Only refer to ethnicity, age, disability etc. within your stories when it makes a difference to the point of the story.

5. Say it with words!

6. Recognise Individuality In writing about disability issues the following general points need to be borne in mind. See people with a disability as equals and as part of the diversity of humanity focus on what people can do Recognise individuality. One person with quadriplegia may be training for the Paralympics, another studying at university, another becoming a disability advocate,yet another may be more interested in the racing form guide.

7. Be Sensitive!

8. Words change over time Words change in meaning over time. cripple (the Old English crypel, meaning one who can only creep) word was once in common and respectable use. Today it is regarded as offensive and unacceptable. Other offensive words include mentally retarded, insane, nut case, crazed, victim, freak, spastic, subnormal, and expressions like deaf and dumb, the disabled and handicapped. Think of other words that have changed over time.

9. PC Lnaguage Chairman Chair Handicapped People with special needs; people who are physically/mentally challenged; people with disabilities Retarded Developmentally challenged Gifted children Advanced learners Race Ethnicity or nationality (There is only one race--human) Uneducated (when referring to adults) Lacking a formal education

10. The little woman; the wifeYour wife; his wife Old people Seniors; "Chronologically Advantaged” wheel-chair bound A person who uses a wheel-chair Blacklisted Banned Manning" the project Staffing the project

11. Black sheep Outcast Guys" (when referring to a mixed group) Friends; folks; group Oriental (when referring to people) Asian (using the specific nationality, i.e. Korean is even better, when possible) Acting like wild Indians Out of control Girls (when referring to coworkers) Women Policemen/postman Police officer/mail carrier Manhole Utility hole

12. Prevention of harassment & victimisation: An education provider must develop and implement strategies and programs to prevent harassment or victimisation of a student with a disability, or a student who has an associate with a disability, in relation to the disability.

13. Right to Health Care Services Disabled women are the largest majority among female population because disability is a category that crosses all other categories; gender, race, age, sexual orientation, religion, etc. But even though disabled persons constitute the world largest minority (encompassing more then 600 Million people) we are rarely recognized in the six major human rights treaties. Disabled women find themselves at an even greater disadvantage: we are invisible in all human rights treaties and in most so called "soft laws" that exist for the protection of human rights of disabled people. The International Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW ) doesn't mention disabled women at all.

14. References Disabled women: http://www.disabilityworld.org/Aug-Sept2000/Women/HealthCare.htm Don’t call me handicapped! http://news.bbc.co.uk/2/hi/uk_news/magazine/3708576.stm PC Language http://www.sideroad.com/Business_Communication/politically-correct-language.html