Non-Apparent Disabilities

BMAC has updated our campaign language to be inclusive of ‘non-apparent’ over ‘invisible’ terminology to be in support of affirming a person’s disability existence and experience.

CSULB is Embracing the Sunflower as a Symbol of Non-Apparent Disabilities on Campus.

Disability is diverse and a natural part of the human experience. Disability is not a bad word. How an individual identifies can vary as language evolves in our lifetimes. If you see a student wearing a sunflower or any Elbee and the Sunflower merchandise, know they may be a person with a non-apparent disability and may need additional support or they may be sharing their allyship of individuals with non-apparent disabilities. 

Not everyone prefers the same language. Avoid euphemisms, sensationalizing, and overgeneralizing. Instead, we can all benefit from being lifelong learners, open to suggestions and feedback. For more information on disability-related language, you can check out SDSU’s Dr. Toni Saia’s The Shift to Identity-First Language . 

Read below to learn more about what a Non-Apparent Disability is, the Non-Apparent Disabilities Sunflower, Person-First vs. Identity-First language, and some DO’s and DONT’s. 

Some disabilities are non-apparent, meaning that the conditions or impacts of the disability are not necessarily observable to others. Non-apparent disabilities can be physical, mental, or neurological, and their conditions significantly affect daily activities such as studying, working, shopping, and transportation. Although there are challenges and the person may need a little more support, patience, and/or assistance with communication, they can & do participate successfully in in our schools, workplaces, families, and hobbies.  

The sunflower has become a symbol for people with non-apparent disabilities. Many European airports have adopted the use of a green lanyard with sunflowers as a symbol to airport staff to signify a person with a non-apparent disability. You can read more about this on the BBC’s digital platform The Social. Wearing the sunflower as a symbol of a non-apparent disability also allows people with a non-apparent disability to disclose that they have a non-apparent disability without having to disclose the specific disability. 

  • Alzheimer’s
  • Aphasia
  • Asthma
  • Autism
  • Chronic Obstructive Pulmonary Disease
  • Coeliac Disease
  • Crohn’s Disease
  • Diabetes (Type 1 And 2)
  • Dyslexia
  • Ehlers-Danlos Syndrome
  • Endometriosis
  • Fetal Alcohol Spectrum Disorder 
  • Functional Neurological Disorder
  • Hemophilia
  • Learning Disabilities
  • Long-Covid
  • Lupus
  • Migraine
  • Multiple Sclerosis
  • Myalgic Encephalopathy
  • Narcolepsy
  • Parkinson’s
  • Scleroderma
  • Stuttering
  • Tourette Syndrome
  • And more! 

Person-First “I am a person with [a disability]” 

  • ➕ Focus on the person first, humanizing the disability.  
  • ➕ By placing the person first, the disability is not the primary and defining characteristic of an individual.   
  • ➖️ The disability is seen as a curable illness that needs to be separated from the person. 

Identity-First Example: “I am autistic”  

  • ➕ The condition is the whole or part of the person’s identity, building community and inclusion.  
  • ➕ This is intentional language that gives disabled individuals the opportunity to reclaim the word as an expression of solidarity and pride in one’s disability identity.   
  • ➖️ They are only seen as their disability, becoming the target of harmful stereotypes and stigmas. 

Regarding Language 

49% of disabled people preferred identity-first language whereas 33% preferred person-first language and 18% had no preference (Sharif et al., 2022).  

Some communities tend to prefer identity-first (like 87% of autistic adults prefer- Taboas et al., 2022).   

Suggestions: You may hear people go back and forth between identity and person-first language. Some individuals and communities prefer identity-first language, like identifying themselves as an AuDHDer (someone with autism and ADHD), or the Deaf community. It is important to mirror the language the student uses, and for yourself to model your own preference. 

DO'sDON'T's

Learn about Person-First vs. Identity-First Language and opt to use Person-First if you’re unsure.  

Don’t assume or refuse to change language even when corrected. 

Ask the person directly if they prefer person or identity first. When in doubt- refer to them by name and ask or model what you hear. 

Don’t label with assumptions (e.g., Deaf man, blind woman). 

Ask before you assist and respect the answer you receive. 

Don’t assume a person needs help or try to assist without their permission. 

Focus on the person, not their disability, assistive devices, or personal aides. 

Don’t touch assistive devices or service dogs without asking first. 

Be supportive and respectful. 

Don’t think of disability as a tragedy or problem. 

Recognize that some disabilities are not apparent. 

Don’t assume the absence of disability if you don’t see/hear one. 

Offer resources and remove barriers. 

Don’t impose limitations or assume what a person with a disability can or cannot do. 

Relax and be yourself. 

Don’t pity or admire the person as it may cause them discomfort. 

Treat someone with humanity and patience and be clear and direct with boundaries.  

 

Don’t deny or question a student's diagnosis, or ask without being prompted. 

 

Assume competence and provide supports .

Don’t repeat unhelpful information- 'just do this.' Sometimes things are simple, but not easy.

Learn and reflect on possible Ableism: The intentional or unintentional "system of assigning value to people's bodies" based on ability (Talila A. Lewis). 

 

Don’t ignore or dismiss concerns as overreactions or excuses & don’t exclude based on assumptions about abilities or needs.