1. Kate Lister and Tim Coughlan
Student perceptions of the language of disability, deficit and empowerment
Kate Lister and Tim Coughlan

2. Disability language controversy
Disabled person (identity first/ social model)
Person who has a disability (person first)

3. Language and identity
Identity: "how a person understands his or her relationship to the world”

4. Language of disability in education
Disabled student
Student with special educational needs
Student with disabilities or additional requirements
SEN(D) student
DAR student

5. …which leads to a rubber stamp effect

6. Asking the person first

7. The Open University
Ranked:
Nationally top 40
Globally top 500

8. OU students

9. The OU and language
UK social model: refers to ‘disabled students’ rather than ‘students with disabilities’ (society is the disabling factor)
Terminology includes ‘impairments’, ‘support’, ‘reasonable adjustments’, ‘circumstances’, etc.
Relatively standard in the UK
Lack of research or evidence that this model of language is effective or desirable
OU (like most institutions) made the decision to use this language and terminology on students’ behalf without consulting them.

10. ASSIST
A Sociolinguistic Study to Investigate Student-driven Terminology
RQ1: What are students’ opinions regarding the language the OU uses to discuss disability? RQ2: What language do students use to discuss the impact of their ‘disability’ on their studies? RQ3: What model of language do students prefer the OU to use when discussing disability in the context of academic study?

11. Methodology Focus groups (20 participants) Discourse analysis
Free discussion on learning journey (RQ2)
Critique on choice of OU communication (RQ1)
Discourse analysis
Survey (1046 respondents)
Select preferred style of OU digital communication
Select preferred terminology in 1-1 engagement
Statistical analysis

12. Stage 1 Results: Discourse analysis from focus groups
Three language models emerged: A deficit model, focusing on the disability itself and the issues it causes A support model, focusing on ‘barriers and obstacles to study’ and the institution supporting the student An empowerment model, focusing on student ‘needs’, autonomy and ‘independence’, with the institution enabling and empowering the student

13. Stage 1 Results: Examples of language Deficit/medical model
Support model
Empowerment model
Disability
Barriers/obstacles to study
Identity
Condition
Support needs/requirements
Study needs
Inabilities
Additional requirements
Weaknesses
Problems
Difficulties
Strategies
Help
Support
Tools and resources

14. Stage 2 Results: Overall survey analysis
Most popular term: ‘Additional study needs’ (P1,2,3)
Students prefer people-first language to identity-first language

15. Stage 2 Results: Overall survey analysis
No clear preference for a single dominant model of language
Language should be appropriate to the context
A medical situation requires medical model language
Different reactions to broadcast communication, interactive questions and co-owned artefacts
Different reactions to headings and filler text

16. Stage 2 Results: Analysis by disability category
Students with mental health and SpLD conditions preferred support and empowerment language models and were least happy with the term ‘disability’ Students with fatigue/pain and mobility conditions were most comfortable with the term ‘disability’ and were more likely to choose a medical language model than their peers

17. Stage 2 Results: Analysis by gender
Women preferred support and empowerment language models and ‘study needs’ or ‘additional study needs’
Men were more likely to ‘leave it as it is’ (however it is) and were more comfortable with the term ‘disability’.

18. Stage 2 Results: What is disability to you?
On the disability profile, a clear majority chose the header ‘Your circumstances’ over terms relating to disability, barriers or identity.

19. Next steps Internal changes in student-facing communication
Analysis of any changes in disclosure, attainment, etc.
Dissemination of project and results, seeking feedback
Creation/dissemination of:
Guide to using disability language for student-facing staff in HE
Methodology report for policy makers/researchers; how to recreate the project
Guide to engaging with and influencing language for students in transition from school to HE

20. Conclusions
Definitions and perceptions of disability change from person to person and group to group
Context matters: students preferred language that was appropriate for the context to an overall model
Participation matters: asking students their preferences has been an extremely valuable exercise

21. Thank you
Kate Lister, Tim Coughlan Institute of Educational Technology The Open University, UK