Social Etiquette

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 16, 2025
Educators and peers often feel uncertain about how to interact with individuals who are blind or visually impaired. Fostering respectful, natural interactions begins with emphasizing the person—not the disability—and maintaining dignity, equality, and inclusion in every exchange. This guide offers respectful language choices, interaction tips, and reminders to help create a welcoming environment for students who are blind or visually impaired. 

​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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