Working with the News Media
Information Sheet #5
Prepared 10/96; People
First Language updated 2/07;
Interviewing
and Reporting about People with Disabilities (a handout
for the news media)
Conveying Desired Values, Attitudes and Perspectives
Like many members of the general public, some media professionals have limited experience with people with disabilities or knowledge of disability issues. They also may have internalized common biases, stereotypes and negative images. This affects the way people with disabilities are reported about and reinforces public stereotypes, continuing a cycle of misinformation and misperception. Therefore, it is important that the media understand how to accurately portray people with disabilities in developing and covering a story.
When being interviewed, take time to raise questions regarding the story's language, focus and tone. Explain the importance of People First Language and the reasons to avoid terms like "confined to a wheelchair" and "handicapped." Also emphasize the need to portray people with disabilities as independent, capable individuals who make a valuable contribution to their local community and society.
Let reporters know that you expect them to report disability stories objectively, being careful to get the facts, language and representation correct. Also offer them a copy (or copies for sharing) of the handouts on "Describing People with Disabilities/People First Language" and "Interviewing and Reporting about People with Disabilities." Ask the reporters to place the information sheets where they can be used as a quick reference tool. (Copies are available from the Texas Council for Developmental Disabilities.)
Also recognize your own role and responsibility in how people with disabilities are portrayed in the media. Be sure to keep your comments focused on issues, and avoid any remarks and embellishments a reporter could use to make your story more sad, victimizing or heroic than it really is. If you suspect a reporter is putting too much emphasis on your heroism, courage or personal trials, explain that these are not the real issue. What's important is how policies or society supports and includes - or doesn't support or include - people with disabilities and that people with disabilities want choice and independence.
Explain that ordinary things do not become extraordinary just because they are done by a person with a disability. What is extraordinary are the lengths people with disabilities must go through and the barriers they have to overcome to do the most ordinary things.
Finally, remember that reporters do not write headlines and editors can change a reporter's language, so you may need to educate several individuals or ask the reporter to convey the importance of appropriate language and attitudes to coworkers and management.
When the News Media Stereotype People with Disabilities
When you notice a story, publication or news show presenting biased, negative images of people with disabilities, the first thing to do is determine what makes the story negative.
For example:
- The language that is used can undermine the story, even if the overall tone, subject matter, approach and issue are handled well. For example, "For years the state's retarded have been warehoused, but now with the state school closure, many will have new choices and opportunities in the community." While this example promotes choices, opportunities and community integration, the word retarded stereotypes and devalues individuals with mental retardation.
- The language may be OK, but the story promotes segregation. For example, "The new recycling program allows young men and women who have mental retardation to give something back to the community." Even though this uses People First Language, it implies that people with disabilities can only contribute to society through segregated activities.
- The story and/or headline attributes a disability itself as the cause of something negative, such as "Mentally ill person goes on rampage." This example implies that a person went on a rampage just because he/she is mentally ill. The person's disability may have had no connection with his/her actions.
- The story misunderstands the issue, such as "Until stricter pediatric standards are in place, nursing homes won't be safe for children." This example completely misses the real issue, which is "Why are children living in nursing homes at all?". Once you have identified the problem, you have several avenues for action:
- You can educate the reporter, by calling and giving feedback.
- You can educate the publication, radio station or television station. Contact the appropriate person, such as a newspaper's feature, editorial page or local/metro desk editor. For a radio or television station, contact the news director or program director.
- You can educate the community, by writing a letter to the editor or guest editorial.
Choose an action that is appropriate for the offending language/story. Explain that the portrayal isn't realistic and you expect them to report disability stories objectively. Cite specific examples from their story/stories. You can also collect examples of both positive and negative stories/headlines, and then use them to show how the media can impact people's perceptions. This is also a good opportunity to provide a copy of the enclosed handouts about describing and reporting on people with disabilities.
