top of page

Let's Talk Inclusive Language ...

Consider for a moment, how do you define your identity?

​

What's your name?

Are you a student? Or a teacher?

A Brother? Or a Sister?

Are you a massive music fan?

Or, maybe you love to play football. 

Perhaps you were born overseas? Or you speak another language at home. 

​

Either way, your identity is comprised of a multitude of unique character traits, family backgrounds and personal experiences. There is no one thing that defines you. 

​

Now ... How would you feel if none of these things mattered for your identity?

​

Instead, the only way people perceived you would be through the vehicle you drive. Or perhaps, your least favourite feature.

​

How would this make you feel? Isolated or Misunderstood? Extremely sad or frustrated? 

​

How significantly do you believe your confidence and social interactions would change? 

​

These are all questions that we must remain aware of ... 

​

Unfortunately, this is the harsh reality for many individuals with a disability, including those experiencing deafness or hearing loss. As an "invisible disability", those who are deaf or hard of hearing often experience physical and verbal discrimination by many in public and private environments (Mousley & Chaudoir, 2018). This may be exhibited through (but is not limited to):

  • Waving hands, snapping fingers and physically tapping (or positioning another) to gain their attention. 

  • Speaking in a loudly exaggerated or over-pronounced manner.  

  • Growing visibly frustrated or angry when communicating with an individual who is deaf or hard of hearing. 

  • Refusing to engage or withdrawing communication: "Ugh, never mind." 

  • Assuming that an individual who is deaf or hard of hearing is not proficient in or struggles with their desired language.

  • Assuming that lip-reading is achieved (or preferred) by all individuals with deafness or hearing loss. 

What is an Invisible Disability?

​

Any long-term impairment, condition or illness that isn't immediately visible in most everyday circumstances.

None of these actions are acceptable, regardless of desired intent. 

One easy step that we can take, however, is the consistent and appropriate use of inclusive terminology when addressing and referring to individuals who are deaf or hard of hearing. Let's take a look at 'Aussie Deaf Kids' (2022)'s definitions: 

​

  • 'Deaf (with a capitalised 'D')': refers to those who use Auslan (Australian Sign Language) to communicate, and who identify as members of the signing Deaf community.                                                                                                                                         

  • 'Culturally Deaf': Typically refers to individuals who are born into, or join the deaf community early in life; with Sign Language being the native language. However, not all individuals who are 'Deaf' refer to themselves in this manner.                                    

  • 'deaf (with a lower-case 'd')': generally refers to the physical condition of not hearing. The term also describes individuals who are physically deaf, but do not identify as a member of the signing Deaf community. 

​

  • Hard of Hearing: refers to those who have acquired a hearing loss in late childhood or early adulthood; or who have a mild or moderate hearing loss. 

​

  • A Note on 'Hearing Impaired': Some individuals may comfortably utilise this term when describing themselves or the nature of their hearing loss. [So, it remains important to recognise this term.] However, Culturally Deaf individuals do not utilise this term as it may negatively denote clinical damage or weakness. 

​

​

Overall, the most important thing for us to remember is that every person experiencing deafness or hearing loss will have a series of language terms that they are most comfortable with. 

​

It is always recommended that if you are unsure over what terminology to actively utilise, respectfully inquiring with the conversing individual (and openly adapting to their response!) is the most appropriate course of action. 

Alasim, K. (2021). Inclusion and d/Deaf and Hard of Hearing Students: A Qualitative Meta-Analysis. International Journal of Disability, Development and Education, 70(6), 1120-1146. https://doi.org/10.1080/1034912X.2021.1931818

​

Alkhamra, R.A., & Abu-Dahab, S.M.N. (2020). Sensory Processing Disorder in Children with Hearing Impairment: Implications of Multidisciplinary Approach and Early Intervention. International Journal of Pediatric Otorhinolaryngology, 136(1), 1-9. https://doi.org/10.1016/j.ijporl.2020.110154 

​

Attorney-General's Department. (2005). Disability Standards for Education 2005. https://www.legislation.gov.au/F2005L00767/latest/text

​

Auslanas. (2017, July 22). Auslan. Auslan. https://auslanstorytelling.wordpress.com/. 

​

Aussie Deaf Kids. (2022, May 13). Terminology for Deafness. https://www.aussiedeafkids.org.au/terminology-for-deafness.html 

​

Bambaeeroo, F., & Shokrpour, N. (2017). The Impact of the Teacher's Non-Verbal Communication on Success in Teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51-59. 

Bambaeeroo F, Shokrpour N. The impact of the teachers' non-verbal communication on success in teaching. J Adv Med Educ Prof. 2017 Apr;5(2):51-59. 

​

Browning, G.G., Weir, J., Kelly, G., Swan, R.C. (2018). Chronic Otitis Media. In J. Watkinson & R. Clarke (Eds.), Scott-Brown's Otorhinolaryngology and Head and Neck Surgery (pp. 1244-1287). Taylor & Francis Ltd. https://doi.org/10.1201/9780203731017

​

Dalton, C.J. (2021). Social-Emotional Challenges Experienced by Students Who Function with Mild and Moderate Hearing Loss in Educational Settings. Exceptionality Education International, 21(1), 28-45. Doi: https://doi.org/10.5206/eei.v21i1.7668

 

Dettman, S., Chia, Y., Budhiraja, S., Graham, L., Sarant, J., Barr, C., & Dowell, R. (2022). Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia. Deafness & Education International24(1), 24–48. https://doi.org/10.1080/14643154.2020.1841363 

​

Ghellar, F., Lovo, E., Arsie, A., & Bovo, R. (2020). Classroom Acoustics: Listening Problems in Children. Building Acoustics, 27(1), 47-59. doi:10.1177/1351010X19886035

​

Gleason, J.B., & Ratner, N.B. (2022). The Development of Language (10 ed.). Plural Publishing Inc. 

​

Gaudiot, D.M.S.F, & Martins, L.B. (2019). The Classroom Built Environment as an Inclusive Learning Process for the Deaf Students: Contributions of Ergonomics in Design. In F. Rebelo & M. Soares (eds.), Advances in Ergonomics in Design (pp. 531-540). Springer. 

​

Fitriani, D., & Prayogo, A. (2020). Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay. Advances in Social Science, Education and Humanities Research, 454(5), 81-85. DOI:10.2991/assehr.k.200808.015

​

Luft, P. (2022). Deaf and Hard of Hearing Learnings With Intellectual Disabilities: Current Understandings and Remaining Challenges. In C. Guardino, J.E. Cannon, & P.V. Paul (Eds.), Deaf and Hard of Hearing Learners with Disabilities (1 Ed., pp. 101-130). Routledge. 

 

Marschark, M., & Hauser, P.C. (2012). How Deaf Children Learn: What Parents and Teachers Need to Know. Oxford University Press.

​

Marschark, M., Shaver, D.M., Nagle, K.M., & Newman, L.A. (2018). Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students From Individual, Household, Communication, and Educational Factors. Exceptional Children81(3), 350-369. https://doi.org/10.1177/0014402914563700

​

Meadow, K.P. (2023). Deafness and Child Development. University of California Press. 

​

Mousley, V.L., & Chaudoir, S.R. (2018). Deaf Stigma: Links Between Stigma and Well-Being Among Deaf Emerging Adults. The Journal of Deaf Studies and Deaf Education, 23(4), 341-350. https://doi.org/10.1093/deafed/eny018

​

Partington, P., Major, G., & Tudor, K. (2024). Deaf Students' Perception of Wellbeing and Social and Emotional Skill Development within School: A Critical Examination of the Literature. International Journal of Disability, Development and Education, 71(1), 55-68. https://doi.org/10.1080/1034912X.2022.2092079 

​

Podury, A., Jiam, N.T., Kim, M., Donnenfield, J.I., & Dhand, A. (2023). Hearing and Sociality: The Implications of Hearing Loss on Social Loss. Frontiers in Neuroscience, 3(17), 56-72. doi: 10.3389/fnins.2023.1245434 

​

Recalde, J., & Palau, R. (2021). Classroom Lighting and Its Effect on Student Learning and Performance: Towards Smarter Conditions. In O. Mealha, M. Rehm, & T. Rebedea (eds.), Co-Design and Tools Supporting Smart Learning Ecosystems and Smart Education (pp.3-12). Springer. 

​

Santos, S., & Cordes, S. (2022). Math abilities in deaf and hard of hearing children: The role of language in developing number concepts. Psychological Review, 129(1), 199–211. https://doi.org/10.1037/rev0000303

​

Sless, D. (2018). Learning and Visual Communication. (1 ed.). Routledge. 

​

Tanna, R.J., Lin, W.J., & De Jesus, O. (2020). Sensorineural Hearing Loss. StatPearls Publishing. 

bottom of page