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Disability Vocabulary and Sentences

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Disability Vocabulary and Sentences

Read the vocabulary notes, then use the words thoughtfully. People with disabilities are not all alike, and people may describe themselves in different ways. Follow the language a person uses for themselves. There can be more than one good way to write a sentence. Word bank: relatives or kin, a tool or feature that helps someone do something, ancestors, a change or support that enables participation, traditional stories or narratives, screen reader, impairment, accessibility.

Vocabulary toolkit

Disability: a broad term for experiences that may affect how someone moves, senses, communicates, learns or does daily activities. Impairment: a difference in a body function or structure. Accessibility: how easily people can use a place, service or resource. An access barrier is something that makes participation harder. Supportive tools and features: ways to help someone do something, such as a screen reader. Inclusive: designed so people with different needs can participate. Accommodation: a change or support that enables access or participation. Useful sentence links: and adds an idea; but contrasts ideas; so shows a result; because gives a reason.

Words from te reo Māori

These words have meanings that depend on context: tūpuna means ancestors; pūrākau means traditional stories or narratives; atua can refer to spiritual beings; whanaunga means relatives or kin; karakia means prayer, chant or ritual incantation. Use them accurately and respectfully.

1.Write the correct letter beside each word. A. relatives or kin B. a tool or feature that helps someone do something C. ancestors D. a change or support that enables participation E. traditional stories or narratives
  • tūpuna
  • pūrākau
  • whanaunga
  • assistive technology
  • accommodation
  • E
  • B
  • A
  • C
  • D
2.At the coding club, Georgia adds captions to a demonstration video so more people can follow it. What does accessibility mean in this example?
  • Making a resource easier for people to use
  • Making every person use the same tool
  • Removing all choices from a resource
  • Assuming everyone has the same needs
3.Which sentence focuses on the access barrier rather than blaming a person?
  • Tui cannot join because the instructions are only spoken.
  • The activity is harder to access because it has no written instructions.
  • Tui is the problem in the activity.
  • People who need written instructions should not join.
4.Choose from the word bank: accessibility, impairment, assistive technology. A screen reader is a form of because it reads digital text aloud.
5.Turn these two statements into one compound sentence using but: “Ngaio uses a screen reader. The club’s website has no keyboard controls.”
6.Write one complex sentence explaining why the coding club provides instructions in both spoken and written forms. Use because.
7.The club’s project instructions use tiny text and colour alone to show which buttons to press. Suggest one practical change that could reduce an access barrier. Write a sentence using so.
8.“Impairment” and “disability” always mean exactly the same thing, so either word can be used for every person.
TrueFalse
9.Write one sentence about a coding club sharing a pūrākau or learning from tūpuna. Use at least one of those words accurately.
10.In two sentences, explain why it is useful to describe an access barrier clearly instead of assuming what a person can or cannot do.

3 printable pages

  • Disability Vocabulary and Sentences, page 1 of 3: Vocabulary toolkit, Words from te reo Māori

    Page 1

  • Disability Vocabulary and Sentences, page 2 of 3: 2. At the coding club, Georgia adds captions to a demonstration video so more people can…

    Page 2

  • Disability Vocabulary and Sentences, page 3 of 3: 9. Write one sentence about a coding club sharing a pū rā kau or learning from tū puna.…

    Page 3

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