Communication

Communication, whether good or bad, can have a significant impact on the quality of sport experiences for persons with disability, with poor communication often highlighted as a negative factor. ^{67, 69, 70}

This can include communication in person and through other channels, such as using or creating websites, advertising, newsletters, social media to communicate about an organisation, participation options, or programs. ^{30, 134}

In line with ‘Australia’s Disability Strategy 2021-2032’ and discussions with representatives of the disability sport sector, the Clearinghouse for Sport primarily uses person-first language (e.g. people with disability), but some resources or references, especially internationally, may use identity-first language (e.g. disabled people). ^{117, 118}

Both person-first and identify-first language are used in Australia, and usage will depend on individual and group preferences. Best-practice is to follow the language used by the person or group that you are working or communicating with, and if in doubt ask. ^{119, 134}

Social model of disability

In Australia and internationally, the early years of sport for people with a disability were characterised by a medical-therapeutic approach. Criticism of the ‘medical’ model is that it made disability a ‘problem’ of the individual that needed to be fixed, and generally a tragedy. ^{120, 121, 122}

In more recent years, preferred terminology and models have shifted to human rights or social models. ^{117, 119, 120, 123}

‘Australia’s Disability Strategy 2021-2032’ states that the social model of disability recognises that ‘attitudes, practices and structures can be disabling and act as barriers preventing people from fulfilling their potential and exercising their rights as equal members of the community’. ¹¹⁷

Social model approaches to disability emphasise how society and organisations, through their structures, processes, and practices can address barriers and constraints encountered by people with disability. This can help to create environments, attitudes and practices that enable participation in all aspects of life, including sport. ^{20, 63, 123}

Suggestions for practice

It is important to consider the specific audience/s that are being addressed, and what they may require. People with different disabilities (e.g. physical, sensory and speech, intellectual, or psychosocial) and other life factors (e.g. language and culture can be additional barriers to communication) may require different or additional techniques and approaches to provide the most appropriate and accessible communication. ^{70, 71, 134}

Some general suggestions for good communication practices include:

In person: ^{35, 72, 73, 74, 134}

• Focus on the person first and their ability.
• Speak directly to the person, if someone else is with them, don’t just talk to that person.
• Check for understanding by asking questions.
• Be patient, give the person time to communicate, and don’t rush instructions.
• Seek clarification from the participant of their needs.
• Consider different ways to convey instructions based on individual needs, e.g. visual, verbal, written, auditory, demonstrations, etc.

When communicating through other channels, e.g. websites, promotional material, social media, etc. ^{3, 31, 32, 69, 71, 134}

• Be clear, consistent, and concise (e.g. definitions, information on programs, staff, and facilities).
• Incorporate inclusive images and information.
• Be adaptable and flexible in your approach.
• Be detailed when describing the program/activity. E.g. describe the facilities, safety and accessibility features, available support or specialised equipment, use images and videos of your programs so participants (or parents/carers) can better understand the activities and determine if they are appropriate.

Resources and reading