Speaking of the Disability and Chronic Illness Community

As a wheelchair user and professional disability advocate, my greatest passion is ensuring people have access to high quality, culturally competent services and opportunities, especially those within the Disability and Chronic Illness (DCI) community. This includes ensuring suicide prevention services and supports are accessible and inclusive of the DCI community.

In my experience, many people do not have a clear understanding of who is included in the DCI population. When I say disability, I am referring to a physical, mental, or developmental condition that impacts a person’s ability to engage in certain tasks, actions, or activities in daily life as nondisabled people typically expect. For example, some common disabilities include autism, blindness, cerebral palsy, Down Syndrome, muscular dystrophy, post-traumatic stress disorder (PTSD), spinal cord injury, and traumatic brain injury.

Similarly, when I say chronic illness, I am referring to a condition that lasts three months or more and requires ongoing medical attention that may impact a person’s ability to engage in certain tasks, actions, or activities in daily life as non-ill people typically expect. Some chronic illnesses include anxiety, depression, cancer, Fibromyalgia, high blood pressure, kidney disease, lupus and Parkinson’s Disease.

This is the first article in a series: Working With the Disability and Chronic Illness Community

I use these definitions because all bodies are naturally diverse, but it is the non-DCI body that people judge diverse bodies against. Virtually everyone knows someone with some sort of disability or chronic illness even if we don’t recognize their experience as such. While at least 27 percent of U.S. residents have at least one DCI, statistics tell us that, as a community, we are not meeting DCI individuals’ needs for services, opportunities, and community inclusion.

While the disparities cannot be easily fixed, service providers and allies can take steps to help make mental health more inclusive and accessible to DCI individuals. This series of articles explores DCI language usage, common stereotypes, and self-fulfilling cycles of discrimination along with some easy inclusive practices you can implement right away in your everyday life, both at work and in your personal life.

Person-First vs Identity-First Language

Historically, individuals were frequently viewed as little more than their diagnosis or disability. Before the terms disabled and chronically ill were part of mainstream language, society often used derogatory terms to refer to and describe DCI individuals. As language has evolved, person-first and identity-first language preferences have developed.

The intent of person-first language is to shift the view of DCI from one’s entire existence to one of several features of the whole person. Using person-first language, you would talk about disability and chronic illness by saying things such as:

“Robyn uses a wheelchair.”

“Jon has a visual impairment.”

“Sam has diabetes.”

While it is undeniably important to treat DCI people as whole, complex individuals, some people feel person-first language separates them from their disability too much. Only acknowledging disability as a part of someone can trivialize the impact of the DCI on that person’s life.

On the flip side, the intent of identity-first language is to remove the stigma associated with DCIs and center the impact it has on people in all areas of their life. Using identity-first language, you would talk about disability and chronic illness by saying things such as

“Robyn is a wheelchair user.”

“Jon is visually impaired.”

“Sam is diabetic.”

While these slight word changes may seem like semantics, it inherently ties one’s disability with their personhood. People’s DCIs cannot be separated from their life experience and daily experiences in society.

While both person-first and identity-first language are generally acceptable ways to talk about DCI, some individuals have strong preferences in how they are spoken about, while others do not. For example, someone may only want you to use person-first, while others will only want you to use identity-first language. Personally, I use both interchangeably in writing, but prefer identity-first language for myself. I will never not need a wheelchair in order to live my life. The fact that I am disabled and use a wheelchair have shaped how I live in society and my world view.

DCI Euphemisms

Given the historical negative connotations surrounding the words disability and chronic illness, some people have also developed euphemisms to use to avoid the stigma associated with the previous terms. While well-meaning, disability euphemisms actually end up perpetuating the stigma they seek to end. Common examples of euphemisms include “challenged,” “exceptional needs and/or abilities,” “differently-abled,” “people of all abilities,” “dis/ability,” and “special needs.” Although these terms may seem less negative, several minimize the impact of DCIs on individuals and their experiences. By examining a few of these in detail we can see the complicated nature of these words.

Even though it is true that DCI people frequently face multiple challenges, using “challenged” or renditions of the word, implies disability can be overcome. While adequate accessibility and accommodations can greatly improve DCI people’s ability to participate and succeed, the person will never not be disabled or ill. Using challenged implies anything and everything can be overcome through sheer will and creativity. This idea inevitably results in feelings of personal failure for the DCI individual when they cannot overcome their DCI or do something specific that just is not possible. My inability to walk is not a challenge, it is a simple fact.

Similarly, “differently-abled” implies the things people cannot do are replaced with different abilities. Although every individual, regardless of DCI status, has strengths and weaknesses, there is nothing that one person can do that no one else can. Differently-abled suggests we have superpowers that non-DCI people do not. Just because I cannot walk does not mean I can fly.

Lastly, “special needs” suggests DCI individuals have needs that no one else does. While the way we do things or need help with things might be different than non-DCI people are used to, there is nothing we need that other people do not need. We need to communicate with people, we need to learn, we need to do personal care, we need rest, and we need to care for ourselves. “Special needs” realistically just means accommodations and/or modifications, so why do we avoid saying those words?

Most everyone knows that these, and other, euphemisms mean DCI and they ultimately end up further singling out this community. Disabled, disability, chronic illness, and chronically ill are not inappropriate words. If you feel uncomfortable using these words, but not the euphemisms, I encourage you to ask yourself why. Unless a DCI individual explicitly asks you to use euphemisms when talking about them or working with them, you should never use euphemisms.

DCI Diagnoses as Adjectives

Another common misstep is when people inappropriately use medical diagnoses as adjectives, or misuse clinical diagnoses to describe a nonclinical event. Examples include:

“I had a panic attack when my boss emailed me.”

“He must be blind to have not seen the multiple emails I sent.”

“That idea makes no sense, she’s crazy to suggest it.”

While some comparisons have worked their way into everyday language, they end up minimizing the real experiences people have who experience these medical events and diagnoses. Our language is so vast we can get our point across without minimizing people’s experiences. When you find yourself misusing medical events and diagnoses, consider what other illustrative language you could use instead.

Inanimate Object Descriptor

Lastly, we’re all probably familiar with the usage of the word “handicapped” in reference to describing inanimate objects, like parking, entrances, and bathrooms. However, this usage of the word makes very little sense when you understand the origins of the word. It is also an inaccurate description when applied to individuals.

Handicapped originally came about through a gambling game and horse racing to describe the equaling effects of weighing down the fastest horses to level the field. In this case, a horse’s handicap was a disadvantage to winning the race.

Calling parking spots, entrances, and bathrooms “handicapped” does not make sense because they are not a disadvantage. Similarly, disabled people do not have disabilities placed on them by other people in a race or game, they just are the way they are.  As you can probably guess, the word handicapped in relation to inanimate objects and individuals needs to be removed from our language. It expresses nothing that other words cannot better express.

What Should We Say?

First and foremost, we should always use the language DCI people prefer and we have to respect their choice. For example, I prefer identity-first language and consider myself a wheelchair user. You might prefer saying “Erin uses a wheelchair,” but that decision is not up to you. If you don’t know what language people prefer, use person-first if needed in the moment, and then ask one-on-one what the person prefers. Most people will be glad you asked and be happy to share their preferred language.

You should also use the word “accessible” for inanimate objects instead of “handicapped.” Accessible parking, accessible entrance, and accessible bathroom gives people more information about the accessibility of a place than the word “handicapped” does.

The language we use to talk about DCI and accessibility greatly impacts our perceptions. When we use euphemisms and outdated language it subconsciously reinforces the societal stigma and shame wrongly surrounding DCI. When we start talking about DCI for what it is, disabilities and chronic illnesses, we can start having real conversations about societal inaccessibility and inequality because we will all have the same reference point for these conversations. I hope you’ll practice using the words disability/disabled and chronic illness/chronically ill in place of euphemisms and accessible in place of handicapped.

—By Erin Vallely

Erin Vallely serves as the Advocacy Specialist at Access to Independence of Cortland County, Inc.  She works with nonprofits, for-profits, government organizations, and individuals to identify and rectify physical and policy-based barriers to disability diversity, equity and inclusion.

Self-Portraits of Youth (Part 3)

Twenty-nine young artists explored inner feelings of identity in an art exhibition organized in October by the Mental Health Association in Tompkins County. “How I See Myself” was made possible in part by a grant from The Sophie Fund, which is honored to share the exhibition here. Thanks and bravo to the artists.

Hannah A., age 16, Ithaca High School

Cálida

Oil Pastels

“My goal was to create a colorful expressive self-portrait. I enjoyed experimenting with bright loud colors using oil pastels.”

Sabena S., age 16, Ithaca High School

Untitled

Colored pencil on paper

Lyla C., age 10, Newfield Central School District

Blank Space

Colored pencil, Sharpie, graphite

“My art Blank Space is about me. When I was making this piece I didn’t really think I just drew it. My mom helped me out a little bit. While i was making this piece I felt happy so I drew my character smiling. My mom and brother cheered me on. That made me feel proud.”

Aaliyah M., age 16, Ithaca High School

Thoughts

Pencil, Blue colored pencil, Sharpie

“In this I drew a girl hiding around the corner from her own thoughts. I tried to draw a reality of hiding/distracting yourself from negative thoughts.”

Laura W., age 15, Ithaca High School

What If

Pencil

“As a queer artist, I have faced a lot of discrimination. All throughout elementary school and middle school, I was bullied for being “over weight” or “weird” or in middle school, “not normal” or just overall homophobia, or even critiques of my singing and acting. Being bullied really effected my body image, my perception of myself, and my mental well-being. In 8th grade my mental health started to decline, hearing many of the sayings incorporated into my art. My question is, what if I listened to them, what if I continued to believe it, what would’ve happened to me. My concept with my art is to hopefully have somebody see it, to know that they aren’t alone, and that there are people there for them and other options for them.”

Jennifer C., age 15, Ithaca High School

Past Paranoid

Colored pencils, pen

“I created this art for when I experienced getting bullied for three years in Enfield Elementary. My feelings about my art piece are happy since I am finally able to draw what I dealt with in my past. I was trying to express the post-affects of after someone is bullied in the past, since it inspired me to draw for the anti-bullying theme.”

Chloe V., age 15, Ithaca High School

Lost in the Line

Colored pencil and graphite

“I made the red spiral stand out to represent displacement/ detachment from everyone else or oneself. The spiral wasn’t originally going to be red, but I felt like it needed that pop to make the drawing feel complete.”

Charlotte T., age 15, Ithaca High School

The Side You Never See

Acrylic Paint, Marker

“This piece reflects all the emotions, ideas, thoughts, and feelings that go in within a person that are sometimes kept inside and never expressed. I really liked making this piece because I was trying out a new style and I love making portraits overall. I also enjoy the freedom of being able to express a thought in a way other than speaking or writing. I think this piece can show a series of many issues not only those related to emotions or mental health and can be interpreted in more ways than one.”

Julia S., age 10, Newfield Elementary

Sunny Day

Colored pencil, sharpie, highlighter

“It’s about me, and a happy me. It’s happy and positive with a smiley-face sun. It’s about me because it shows me having a happy look. It’s important to be happy and have other emotions too. They are difficult but this is happy.”

Kevin D., age 15, Ithaca High School

About Me Poem

Marker and acrylic

“I believe my art piece represents a new day. A new mentality that helped me get through my struggles with mental health. I hope this piece inspires people and gives a new light about mentality and attitude going into life.”

Self-Portraits of Youth (Part 2)

Twenty-nine young artists explored inner feelings of identity in an art exhibition organized in October by the Mental Health Association in Tompkins County. “How I See Myself” was made possible in part by a grant from The Sophie Fund, which is honored to share the exhibition here. Thanks and bravo to the artists.

Skylar W., age 10, Dryden Elementary

Zoning Out

Pencil on paper

“Sometimes when I get angry or sad I like to listen to music and draw. I zone out a lot and I wanted to picture myself zoning out in space. Usually people tell me to straighten my hair, die it blonde or get rid of my freckles. This picture with my natural hair is an encouragement for kids who look like me or even if you don’t. I like the motto, ‘Be the change you wish to see in the world.’ You can be it.”

Zairan C., age 16, Ithaca High School

Untitled

Charcoal

“I chose to work with charcoal because of how it falls apart as you use it. When you’re done with it, there’s only dust left. Something must be destroyed in order for another to be created. The feeling of destruction transfers over to my work with the use of strong, bold, and crazy lines. I hope this reflects the damage of bullying and how it takes away or molds part of yourself. This particular portrayal of myself is inspired by German expressionistic art.”

Dakota W., age 16, Ithaca High School

Family Portrait

Colored pencils, paper

“The artwork is about how people in an abusive household can look perfectly fine on the outside. The artwork is also about people with mental health issues that can be raised in an abused household, generational trauma, miscarriage, and depression.”

Louisa H., age 11, Dewitt Middle School

Pink Lion

Water colors and pencil

“The pink lion that I made in art class with water colors was done a year ago. I started the pink lion, then I put it down, and then started working on it again. Now I am very happy with how it turned out.”

Zoe K., age 13, DeWitt Middle School

Spaced Out

Newspaper, glue, paper, pencil , colored pencils, markers

“This piece shows the artist and the four key things that contribute to their mental health: anxiety, depression, bullying, and school. With clips of newspaper because a lot of anxiety and depression comes from things we can’t control and it’s in space because a lot of the time we space out and that is when we stress.”

Sky F., age 15, Ithaca High School

Mask

Digital Print

“This piece is meant to show the feeling of needing to appear calm and happy while feeling the opposite. On one side, the face is serene and smiling, with soft light coming from above, and on the other side she is screaming and lit from below. This shows how the way we feel and the way we appear are often very different.”

Ella H., age 16, Ithaca Senior High School

Mirror of Insecurities

Watercolor, pencils, and markers

“My portrait is a depiction of how a person might see themselves. On the right side, I used colored pencils to depict how I look in real life. On the left side, I used markers to depict my insecurities and how I think other people might perceive me. This portrait shows how you can never really know how someone feels about themselves on the outside, and that we should all be kind and understanding to each other.”

Luke S., age 15, Ithaca High School

Half the Story

Digital Print

“It’s only half the story. They don’t see everything, they don’t understand, they are blind to your strengths. They see only what they want to.”

Freyja, age 14, Ithaca High School

The Color Within

Colored pencil, watercolor, pen

“Part of my process for making this piece was drawing a current self-portrait (One of a photo I just took of myself) and then ripping it in half. I wasn’t sure where I wanted to go after that, but I knew that I wanted to make something interesting with color. So with color creeping out of the second portrait in the middle I thought that it fit the theme perfectly. The colored portrait on the inside representing how bullying or mental health can cause your true self to hibernate or retract back into and not truly shine.”

Finn K., age 15, Ithaca High School

Small

Charcoal

“It’s a small portrait created with charcoal. I thought smudged charcoal would be a cool effect to show the facial expression.”

NEXT: Self Portraits of Youth (Part 3)

Self-Portraits of Youth (Part 1)

Twenty-nine young artists explored inner feelings of identity in an art exhibition organized in October by the Mental Health Association in Tompkins County.

“How I See Myself: Self-Portraits of Youth and Young Adults” featured invited art works by youth aged 10-17, who were celebrated at a First Friday Gallery Night Ithaca reception on November 3. The exhibition formed part of “United in Kindness,” a series of events coordinated by the Tompkins County Bullying Prevention Task Force.

“Some pieces expressed the difficult feelings that can result from bullying, others shared messages of hope and recognition that we are more than how other people see us,” said Melanie Little, director of Peer Programming at the Mental Health Association. She added that many of the 90 guests who attended the reception “remarked on the talent, depth and vulnerability demonstrated in the powerful works of these local young artists.”

The exhibition was curated by Ithaca artist Michael Sampson, a member of the Artist Alley studios and curator at The Gallery at South Hill.

“I see with the artists self-portraits an extremely individual body of work in the show,” Sampson said. “That individuality empowers the artists to continue with their artwork and use it as a tool to combat any struggles.”

“The theme gave the artists almost an assignment to face difficult things by using visual language to express what would otherwise be kept inside. Some artists in their statements gave advice, which was sweet and showed their compassion for others.”

“How I See Myself” was made possible in part by a grant from The Sophie Fund, which is honored to share the exhibition here. Thanks and bravo to the artists.

Autumn S., age 12

Through My Looking Glass

Digital print

“When I received the opportunity to make a self-portrait for this show, I leapt at the chance to participate because I enjoy sharing my work with others. While drawing I used a mirror and started wondering, ‘How can I make this more 3D?’ After working with the piece a few times and fiddling with the color scheme, shading, and background, I found a combination I was happy with. I feel that the final piece represents my artistic self well.”

Elise S., age 16, Ithaca High School

Internal Conflicts

Charcoal, pencil, collage materials

“This project is still a working process. I’m planning to cut out the figures and create a collage with it. I want to represent the two different sides of grief. Obviously you will have some sadness in your anger and some anger in your sadness. For the collage I want mostly pictures that either remind me of my father or pictures that remind me of his presence.”

Vivian B., age 15, Ithaca High School

The Fire Inside

Procreate

“The artwork is about the light and fire that each person has within themselves, and no matter what happens their light will still be burning.”

Juliet C., age 17, Ithaca High School

Juju

Watercolor

“This piece is a watercolor self-portrait that captures the mix of emotions that happen when being caught in a moment of excitement.”

Katie H., age 16, and Hannah A., age 16, Ithaca High School

Aramilla

Oil pastel on paper

“We wanted to create a portrait of an abstract person who symbolizes our inner thoughts and feelings. We wanted to show, in the most colorful and creative way, our biggest insecurity.”

Amelia D., age 13, DeWitt Middle School

The Mask

Paper and pencil

“Throughout the day her face is cracking because of all the rude comments but she wears a mask and puts it on every day and soon she´ll fully break under all the pressure.”

Sadie V., age 15, Ithaca High School

Modicum of True Self

Oil pastels

“When people are mistreated it’s often because only a small portion of their true selves is understood. If we give others a chance a whole world will open and we will be able to see the beauty in everyone.”

Violet W., age 10, Dryden Elementary

Meant To Be

Colored pencil on paper

“This piece of art is very valuable to people who are getting bullied or people who are being a bully. I made this because I wanted to help make people know that they belong and let them know that they matter.”

Katie H., age 16, Ithaca High School

Fingers in the Face

Mixed media

“This painting shows how the way we perceive ourselves is a lot worse than the way others perceive us. Sometimes we are the biggest bully to ourselves. For me, I always think one of my eyes is bigger than the other.”

Anisa P., age 11, DeWitt Middle School

Still Standing

Paint on canvas

“This is a piece about the effects of bullying and how they can get to people. But in this painting it was about how you can’t let what they say get to you.”

NEXT: Self Portraits of Youth (Part 2)

Dryden Unites: Spreading Kindness Across the Community

Dryden Central School District (DCSD) made it a priority to take part in the United in Kindness program organized by the Tompkins County Bullying Prevention Task Force in October.

But DCSD’s engagement is a multifaceted campaign that will continue throughout the 2023-2024 school year. The district is promoting the campaign on its social media platforms.

DCSD kicked off its United in Kindness campaign with Unity Day on October 18, calling on community members to wear orange—the color for bullying prevention—”for kindness, acceptance, and inclusion.” School bulletin boards were festooned with kindness messages, and all school cafeterias served meals with orange-colored items. Middle and high school students were given orange-colored United in Kindness wristbands to wear. School staff wore specially designed orange t-shirts with the slogan “Be the Unity in Community.”

The district is hosting guest speakers, such as Brandi Remington, TST-BOCES Youth Development Coordinator, who gave a presentation for parents about New York State’s Dignity for All Students Act (DASA).

DCSD launched a “Mental Health 101” website, which provides community resources, mental health services, and social emotional learning opportunities.

DCSD libraries created an array of books with themes on kindness and giving back. During the month of February, the school district will distribute to preK-12 students and community members bookmarks with kindness messages and reminders to include everyone and be respectful of other people’s differences.

Another kindness initiative involving students was a food drive, with donation boxes placed outside classrooms, to support Dryden families during the Thanksgiving holiday.

Student athletes brought their own contributions to Dryden’s campaign. Dryden High School cheerleaders created mental health awareness posters and posted them around school as signs of mindfulness for their classmates.

Even before the United in Kindness campaign began, Dryden Lacrosse player Tyler Franzese along with high school coaches and teammates created Dryden’s “You Matter” initiative to promote mental health and suicide prevention at “mental health games” sporting events. The initiative, which has been featured on Nick Karski’s “Between the Lines” ESPN podcast, honors former assistant Lacrosse coach Matt Williams, who died by suicide in 2022.

For Dryden games, players wear “You Matter” t-shirts during warmups and purple and teal suicide prevention ribbons on the field. The school sells the “You Matter” shirts to raise money to support the expansion of the district’s mental health resources.

The initiative says its mission is “to help people through their inner struggles, no matter how big or small, by promoting positive mental health and suicide prevention.” It encourages people to talk about their struggles and to be open to help with their mental and emotional health.

United in Kindness, designed to observe National Bullying Prevention Month, showcases all of the great work taking place around Tompkins County and act as a reminder that each of our individual efforts come together to support a culture of acceptance and kindness. Many agencies, school districts, groups, and individuals are working together to build empathy, self awareness, social skills, and holistic health that is needed to cultivate a culture of kindness.

In a world where our days are filled with activity, responsibility, and a constant flow of information, the importance of mental health can be overlooked. Yet, it is an essential part of our overall well being.

DCSD recognizes that the road to better mental health is not a linear path. It is okay to have setbacks or hard days. What is important is the commitment to move forward and invest in our own wellbeing. By attending to our own mental health, we can inspire others to do the same.

—By Mary Hicks and Lara Patz

Mary Hicks is a social worker and Lara Patz is a public relations specialist in the Dryden Central School District

Keep up with Dryden’s United in Kindness campaign on Facebook, Instagram, and X (formerly Twitter).

Photo credits: Dryden Central School District Facebook page