​Use People-First Language

Using respectful, person-centered language helps reduce stigma and promotes a culture of inclusion.
  • Use: People with disabilities, instead of: The  disabled or handicapped
  • Use: People who are blind, instead of: Blind people
  • Use: Has (specify the disability), instead of: "Afflicted with."
  • Use: Born with (specify the disability), instead of: Has a birth defect
  • Use: Uses a wheelchair, instead of: confined to a wheelchair
  • Use: People who are deaf, instead of: Deaf and dumb, deaf-mute, or hearing impaired people
  • Use: Products created by people who are blind, instead of: Blind-made products.
Note: “Some people prefer identity-first language (e.g., ‘blind person’), ask and honor personal preferences.”

Interactions

Introduce Yourself Clearly
  • Say your name every time you greet the student (e.g., “Hi, Maria, it’s Ms. Johnson.”).
  • Encourage peers and staff to do the same.
  • Never ask, “Who am I?” This puts the student on the spot and can be uncomfortable.
Use Names to Provide Context
  • Use people’s names when greeting others so the student knows who is present.
  • For example: “Hi, this is Mr. Brooks from the office,” or “That’s Maya from your reading group.”
Use Appropriate Touch Cues
  • Lightly touch the student’s arm or shoulder when calling their name to ensure they know you’re speaking to them.
Speak Naturally
  • Use everyday language, including words like see, look, or watch; these are part of natural speech and are not offensive.
  • Avoid overthinking your vocabulary.
Be Descriptive and Specific
  • Replace vague words like here or there with specific directions (e.g., “Your backpack is on the floor to your right, beside the chair.”).
Support Social Conversation Skills
  • Model turn-taking and conversational timing. Remind the student when it’s time to listen or respond.
  • Help them stay on topic by prompting with questions or related comments.
  • Teach natural ways to shift topics (e.g., “That reminds me of…” or “Speaking of…”).
Let the Student Know When You're Leaving
  • Never walk away without telling the student. Sighted students should also be encouraged to say goodbye when leaving.

​Guidelines from the Jewish Guild for the Blind

These time-tested recommendations support respectful interaction:
  • Introduce yourself each time. Don’t assume the student recognizes your voice.
  • Don’t shout. Vision loss doesn’t equal hearing loss.
  • Don’t leave a person talking to themselves. Let them know when you're stepping away.
  • Don’t use gestures alone. Waving, pointing, or other visual cues must be paired with verbal language.
  • Use typical expressions like “see” or “look.” These are not offensive.
  • Take and share photos if appropriate, people who are blind or visually impaired enjoy capturing memories too.
  • Speak directly to the student, not just their peers or adults accompanying them.
  • Never push, pull, or grab the student. This can be startling and disorienting.
  • Offer your arm if the student needs assistance. Let them take your arm, rather than you taking theirs.

​In-Service Activity Idea

Title: "Walking in Their Shoes"
Pair participants and lead them through guided interaction role-plays, alternating roles of “student” and “teacher.” Focus on:
  • Giving verbal descriptions
  • Modeling introductions
  • Practicing how to offer sighted guide assistance
  • Correcting language choices in real-time scenarios
​By following these etiquette practices, educators and peers help ensure that students who are blind or visually impaired feel respected, included, and understood in the classroom and beyond.

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