Term Notes References

 

A few sandwiches short of a picnic  Used of people perceived as having reduced or limited mental faculties. Numerous derivatives with no known original (e.g. "a few books short of a library"). [citation needed]

Able-bodied There may be an implied value judgement comparing a person with a disability versus one without. [9]

Abnormal     [10]

Addict    [11]

Afflicted     [9]

Attention-seeking   Used of people who are suffering emotionally   [12]

Acoustic  An intentional malformation of autistic, used as a synonym in pejorative contexts  [13][14]

Autistic   Or autism, when used as an insult    [15]

B

Term  Notes References

Batty     [16]

Birth defect     [9]

Blind  Especially when used metaphorically (e.g., "blind to criticism") or preceded by "the", although "the blind" is considered acceptable by many blind people and organizations such as the National Federation of the Blind. [5][17][18][19]

Bonkers      [16]

Brain damaged      [20]

C

Term  Notes References

Challenged       [21]

Crazy     [5][17][22][23]

Crazy cat lady  Used of mentally ill and neurotic women, particularly single women and spinsters who hoard cats. [24]

Cretin    [citation needed]

Cripple    "A person with a physical or mobility impairment". Its shortened form ("crip") has been reclaimed by some people with disabilities as a positive identity.  [5][6][18][25]

Confined to a wheelchair  May imply helplessness, and that someone is to be pitied.    [6]

D

Term  Notes References

Daft  People considered nonsensical or feckless    [16][24]

Deaf and dumb or Deaf-mute     [5][17][18][23]

Deaf to X       [16]

Defective or other uses of "defect" [9]

Deformed    [5]

Delusional    [26]

Demented People with dementia   [9]

Deranged or mentally deranged      [5]

Derp  Considered by some to refer to people with intellectual disabilities   [24]

Differently abled       [6][24]

Dim or dim-witted      [26]

DALYs/DFLYs/QALYs: Disability or Quality Adjusted (or Free) Life Years. Might suggest that a nondisabled person's life years are worth more than a disabled person's [27]

The Disabled or Disabled people  May be offensive to some,[1][18][23] who may prefer "person with a disability" or "people with health conditions or impairments".[6] However, many people prefer "disabled person" or "disabled people", in part due to the social model of disability.[28][29][30]

Disorder     [31]

Dotard       [32]

Downie    Used of people with Down Syndrome. A Dutch profanity sometimes appearing in English as "downy" and generally considered derogatory   [33]

Dumb Especially when preceded by "the"    [18][23]

Dummy and dumb   Used of people with mental disabilities, or more generally people perceived as stupid or ignorant. Once used to describe people incapable of speaking, suggestive of an insulting mannequin-like or ventriloquist's dummy-like appearance.   [34][35]

Dwarf    [9]

E

Term  Notes References

Epileptic      [36]

F

Term  Notes References

Feeble-minded or Feeb    [5][17]

Fit In reference to an epileptic seizure [5]

Flid   People with phocomelia from birth mother's use of thalidomide  [37]

Freak     [26][38]

G

Term  Notes References

Gimp or gimpy   A limp or a person with a limp    [22][23]

H

Term  Notes References

Handicapped Especially when preceded by "the" or "physically"   [6][17][18]

Handicapable    [21]

Hare lip      [5]

Hearing-impaired       [39]

Homebound      [40]

Hunchback, or "humpback", especially when referring to people with scoliosis or kyphosis. Generated controversy after the 1990s release of The Hunchback of Notre Dame (see Quasimodo below).  [41][42][43][44]

Hyper     [21]

Hyper-sensitive     [45]

Hysterical    Typically used in reference to women [46]

I

Term  Notes References

Imbecile  Was originally the diagnostic term used for people with IQ scores between 30 and 50 when the IQ test was first developed in the early 1900s. It is no longer used professionally. Before the IQ test was developed in 1905, "imbecile" was also commonly used as a casual insult towards anyone perceived as incompetent at doing something.   [47][48][5]

Incapacitated       [5]

Idiot  Was originally the diagnostic term used for people with IQ scores under 30 when the IQ test was first developed in the early 1900s. It is also no longer used professionally. Before the IQ test was developed in 1905, "idiot" was also commonly used as a casual insult towards anyone perceived as incompetent at doing something. [47][48][5]

Illiterate Some now consider the term imprecise and blame the person for something caused by the condition of the educational system.   [49]

Inmate   When referring to a psychiatric admission [11]

Insane    [26]

Inspirational or inspiring   When used about somebody doing an ordinary activity, a phenomenon of spectacle known as "inspiration porn" that is based on pity; not to be confused with public activities of mass spectacle such as Special Olympics or Paralympics, which celebrate talent without pity or mockery.  [50]

Invalid    [5][17]

J

Term  Notes References

Junkie    [11]

L

Term  Notes References

Lame  In reference to difficulty walking or moving. The term has since been adopted into slang to generally refer to something or someone as "meaningless" or "without worth", e.g. "He told us a lame excuse for why he had not done the work." [5][22][23]

Losing one's mind       [26]

Losing / Lost one's marbles       [citation needed]

LPC: Likely to become a public charge      [51]

Lunatic or looney       [5]

M

Term  Notes References

Mad, madman, madwoman Some individuals with mental illness tend to use this term to change the negative stigma surrounding it (see Mad Pride) [5][11][26][52]

Mad as a hatter or Mad hatter  Derogatory term (referring to a mentally ill person or a person with brain damage and dementia caused by heavy metal poisoning) popularized especially due to the fictional character of the same name  [53]

Maniac       [5]

Mental, mentally deficient, mental case or mentally ill       [5][16][17][23]

Midget       [17]

Mong, Mongol, Mongoloid, or Mongolism Used of people with Down syndrome   [5][17][21][54]

Moron, moronic     [5][16]

Munchkin See "Midget" above. A term derived from the 1930s feature film The Wizard of Oz which had a cast of Little Persons.  [55]

Mute      [21]

Mutant   referring to someone with an uncommon genetic mutation    [56]

N

Term  Notes References

Narc, narcissist     [12][57]

Neurospicy       [58][59]

Not the brightest bulb / Not the sharpest tool in the shed  Mentally disabled derogatory term    [citation needed]

Nut, nuts, or nutter, nuthouse, etc.     [24][26]

O

Term  Notes References

Out to lunch Mentally disabled derogatory term    [60][61]

P

Term  Notes References

Patient       [5]

Paraplegic    [9]

Psycho(tic)       [17]

Psychopath   A dated term used for a person with a mental illness   [62]

Q

Term  Notes References

Quasimodo   Translates to "half-formed" or more commonly "deformed", and made infamous by the fictional character Quasimodo, a deformed man with kyphosis who later appeared in a popular Disney film in the 1990s (see Hunchback above)   [43]

R

Term  Notes References

Retard/Retarded    Before the 1990s this was considered acceptable by most non-disabled people and organizations.[63] Also known as "the r-word".[64]   [5][6][22][23]

Restarted Algospeak for "retarded". [14]

S

Term  Notes References

Scatterbrained      [65]

Schizo Especially as an adjective, meaning "erratic" or "unpredictable" or, for the former two, to refer to an individual [66][67][68][69]

Schizophrenic    When referring to an individual    [9]

(has a) Screw loose British slang term that originally meant eccentric, neurotic or slightly mentally ill; generally considered offensive to mentally ill people   [70][71]

Senile     [9]

Slow      [72]

Sluggish      [65]

Sociopath    [62]

Spastic/Spaz Especially in the UK and Ireland. Previously referred to muscle spasticity or a person with cerebral palsy, which may involve muscle spasms. Also used to insult someone uncoordinated or making jerking movements.    [5][18][23]

Special       [21]

Special needs       [73]

SPED  An acronym of "special ed" (short for "special education") [74]

Stone deaf      [75][better source needed]

Stricken      [10]

Stupid    [76]

Subnormal       [21]

Supercrip    [77]

Sufferer     [6][78]

T

Term  Notes References

Tard  Short for "retard"; see retard above.    [79]

Thick     [80]

Tone deaf       [75]

U

Term  Notes References

Unclean      [81]

Unfortunate     [45]

Unhinged     [82]

V

Term  Notes References

Victim of an ailment       [5][17][23][78]

Vegetable    [83]

Vegetative state    [84][85]

W

Term  Notes References

Wacko    [10]

Wheelchair bound   Preferred use by some is "person who uses a wheelchair"    [5][6][17][18][23]

Window licker       [86][87]

Y

Term  Notes References

Yuppie flu: Used as a pejorative term for chronic fatigue syndrome (CFS). This originated from the media stereotype of people with CFS as ambitious, young, and affluent ("yuppies"), rather than having a genuine illness.

Intellectual disability is classified into four main levels based on severity:

 

Mild: Individuals can often live independently and may require minimal support. They typically have an IQ between 50-70.

Moderate: These individuals usually need more support in daily activities and have an IQ between 35-49.

Severe: Individuals require substantial support and supervision, with IQ scores ranging from 20-34.

Profound: This level involves significant limitations in functioning, with IQ scores below 20, necessitating extensive support for daily living.

Key Factors in Classification:

 

IQ Scores: While IQ is a significant factor, it is not the sole determinant.

Adaptive Functioning: The ability to manage daily life, communicate, and interact socially is equally important in assessing severity.

Understanding these categories helps in providing appropriate support and interventions for individuals with intellectual disabilities.

Introduction

Line drawing of a woman on a balcony looking down at a man standing below, reminiscent of Romeo and Juliet.

In Act 2, Scene 2 of William Shakespeare’s Romeo and Juliet, Juliet declares: “What’s in a name? That which we call a rose by any other name would smell as sweet.”

Unfortunately, Juliet’s point of view doesn’t extend to the world of disability, where names do matter (Wehmeyer, 2013).

Core Themes & Key Takeaways

1. Objectification and Stigmatising Language

Loss of Personhood: Historically, individuals with intellectual disabilities were frequently objectified and defined entirely by their disability rather than recognised as human beings.

 

The Power of Stigma: Terms used throughout history (such as calling someone a "mental retard" or "fool") served to dehumanise individuals, reducing a person to a condition or object of socially undesirable status.

 

2. Historical Social Roles (Wolf Wolfensberger's Framework)

Drawing on the work of disability theorist Wolf Wolfensberger, the article outlines common societal roles cast onto people with ID throughout Western history:

 

"Less than human" or a "menace/burden upon society"

 

"Sick" or "objects of pity"

 

"Eternal children" or "holy innocents"

Key Takeaways from the Article

1. Background & Influence

Early Life: Born in Germany in 1934, Wolfensberger grew up during World War II in a family that included both Catholic and Jewish members. He immigrated to the United States in 1950 at age 16.

 

Education & Mentorship: He earned his PhD at Peabody College (now Vanderbilt University), studying under Lloyd Dunn—an early critic of segregated special education—and reformer Gunnar Dybwad.

 

Academic Leadership: He served as Director of the Syracuse University Training Institute for Human Service Planning, Leadership and Change Agency from 1973 until he died in 2011.

 

2. The Concept of Normalisation

Scandinavian Roots: Influenced by pioneers like Niels Erik Bank-Mikkelsen (Denmark) and Bengt Nirja (Sweden), Wolfensberger adapted the Scandinavian principle of normalisation for North America.

 

Core Principle: Normalisation aimed to make the daily lives and routines of people with intellectual and developmental disabilities closely resemble those of non-disabled citizens, advocating for total integration into community life, school, work, and housing rather than institutional segregation.

 

Deinstitutionalisation: He was a fierce opponent of large residential institutions, advocating for community-based, life-sharing settings (such as the Syracuse Larche community, where disabled and non-disabled residents lived side-by-side).

 

3. Controversial & Contrarian Stances

Opposition to "Death-Making": Rooted in his faith and personal history, Wolfensberger opposed what he viewed as a continuum of dehumanisation ("death-making"), which included withholding medical treatment from disabled infants, assisted suicide, abortion, and the widespread overuse of psychoactive medications.

 

Critique of "People-First" Language: Uniquely among disability advocates, Wolfensberger disliked modern "people-first" terminology (such as substituting "person with a developmental disability" for "mentally retarded"). He dismissed linguistic changes as "language terrorism" and superficial political correctness, arguing that changing terminology did nothing to alter underlying societal attitudes or improve real-world living conditions.

These roles historically resulted in either direct persecution or "benign neglect," neither of which acknowledged the fundamental humanity, abilities, and rights of individuals with ID.

 

3. Beliefs About Causes vs. Societal Treatment

The article highlights a direct link between how a culture explains the cause of an intellectual disability and how it treats affected individuals:

 

Supernatural Explanations: Societies that attributed ID to demonic possession, divine retribution, or karmic punishment exhibited the highest levels of cruelty and marginalisation (e.g., infanticide or exploitation in ancient Greece and Rome).

 

Natural/Medical Explanations: Societies that recognised physical or biological causes were generally less prejudicial, though confusion between intellectual disabilities and mental illness frequently persisted. Early medical understandings date back as far as Egyptian therapeutic papyri (c. 1500 B.C.).

1.                                    

2.                                   Core Premises of SRV: The Power of Social Roles: Society grants respect, relationships, choices, and protection to individuals who occupy valued social roles (e.g., employee, homeowner, student, teammate, volunteer).The Wounds of Devaluation: People with intellectual disabilities are historically cast into devalued social roles (e.g., burden, object of pity, eternal child, menace). These roles lead to rejection, segregation, and loss of control over one's life.

3.                                   The Two-Pronged Strategy: To combat social rejection, SRV focuses on two main strategies: Enhancing Social Image: Presenting individuals in ways that convey dignity, competence, and value (avoiding infantilising clothing, adult day programs with childish decor, or derogatory labels).

4.                                   Enhancing Personal Competency: Teaching real, functional skills that allow individuals to perform successfully in valued community roles.2. Scandinavian vs

5.                                   North American Normalisation: While Wolfensberger adapted the normalisation principle for a North American audience, his approach differed significantly in scope and philosophy from the Scandinavian model pioneered by Bengt Nirja in Sweden. Dimension: Bengt Nirja (Scandinavian Model) Wolf Wolfensberger (North American Model) Primary Focus: Rights, choice, and environmental rhythm. Making the patterns and conditions of everyday life available to people with disabilities. Societal perception and systemic change. Shaping how society views and values devalued individuals.

6.                                    Core Mechanism: Establishing normal daily, weekly, and yearly rhythms (e.g., living in one place, working in another, having leisure time, making choices).

7.                                   Systematic design of human services to enhance both the social image and competencies of disabled individuals.

8.                                    View on Adaptation: Society and services must adapt to respect the person's choices and inherent human rights. Emphasised that disabled individuals need to acquire socially valued attributes to protect them from societal rejection. Tone & Orientation: Humanistic, rights-based, and consumer-centred. Analytical, sociological, and focused on "change agency" within service systems. Summary of Differences: Nirja’s model asks: "Does this person have the same choices, privacy, and rhythm of life that any citizen enjoys?

Wolfensberger's model asks: "Does the way this service operates help society see this person as a valued, capable human being

4. Institutionalisation and Evolution of Care

Shift from Exclusion to Confinement: Citing Michel Foucault’s Madness and Civilisation, the article notes how societal stigma shifted over time—moving from total exclusion/banishment to institutional confinement in asylums as leprosy declined in Europe.

 

Modern Medical Model: Over time, institutional confinement shifted explanatory models away from spiritual/supernatural causes and toward modern medical and psychiatric frameworks.

1. Modern Disability Service Design

Service providers use SRV as an operational framework to move away from traditional, segregated human service models and toward genuine community integration.

 

Inclusive Employment & Roles Over "Occupying Time": Instead of placing individuals in sheltered workshops doing repetitive tasks, agencies use SRV to secure customised employment—helping individuals take on valued social roles such as employee, barista, artist, or data analyst.

 

Community-Embedded Learning: Skill-building occurs in real-world settings rather than simulated agency environments. For example, rather than offering an isolated music group inside a day center, services support an individual to enroll in an art or music class at a local community college.

 

Focus on Social Image & Belonging: Organisations audit their programs to ensure language, dress, age-appropriateness, and settings present individuals with dignity. This helps non-disabled community members see shared similarities rather than differences.

 

Rhythm of Life: Service designs emphasise standard daily, weekly, and seasonal rhythms—ensuring individuals have authentic reasons to leave home, make choices, and participate in community events when it is normal, rather than when it is convenient for staff schedules.

 

2. Self-Advocacy Today

In self-advocacy movements, SRV principles provide a framework for individuals to claim authority over their own lives and challenge societal devaluation.

 

Person-Centered Planning & "Charting the Life Course": Self-advocates use role-based planning to define what a "good life" looks like for them—focusing on the roles they want to hold (e.g., advocate, homeowner, club member, neighbor) rather than just the services they receive.

 

Shifting from "Helped" to "Contributor": SRV empowers self-advocates to step into leadership roles, such as serving on organizational boards, meeting with policymakers, or mentoring peers, transforming their status from passive service recipients to active decision-makers.

 

Building Natural Support Networks: Self-advocacy groups use SRV to foster relationships beyond paid staff, encouraging connections with friends, neighbors, and colleagues who offer organic, long-term support and community inclusion.