5 syllables: dis, a, bil, i, ties. Stress on bil.
dis-uh-BIL-uh-teez
/dɪsəˈbɪlətiz/
disabilities is pronounced dis-uh-BIL-uh-teez (/dɪsəˈbɪlətiz/). It has five syllables (dis-a-bil-i-ties), with the stress on "bil". Disabilities refers to physical or mental impairments that limit one or more activities of daily life. It is a broad term encompassing a range of conditions, including chronic illnesses, mobility impairments, sensory deficits, and developmental disorders. The word is primarily used in social, medical, and policy contexts to discuss barriers, accommodations, and rights of affected individuals.
Disabilities refers to physical or mental impairments that limit one or more activities of daily life. It is a broad term encompassing a range of conditions, including chronic illnesses, mobility impairments, sensory deficits, and developmental disorders. The word is primarily used in social, medical, and policy contexts to discuss barriers, accommodations, and rights of affected individuals.
- Keep 4 clear syllables: dis-a-bil-it-ies; don’t fuse into three syllables. - Avoid stressing the first syllable; misplacing stress weakens intelligibility. - Don’t reduce the middle -bil- too much; keep /bɪl/ clear. - Don’t glide from /d/ to /ɪ/ too quickly; maintain a light onset for -dis- and keep the -iz ending crisp. - In rapid speech, resist turning -ities into -iz or -zi; aim for -ɪtiz with a crisp /t/.
"The school provides resources for students with disabilities."
"Disabilities rights advocates emphasize inclusive education and accessible workplaces."
"She works on policy reform to improve services for people with disabilities."
Pronounce as /ˌdɪˌsæbɪˈlɪtiz/ in US, with primary stress on the third syllable (bil). UK: /ˌdɪsəˈbɪlɪtiz/ with stress on the second-to-last syllable. AU: /ˌdɪˈsæbɪlɪtiz/ with stress on the second syllable of the word. Focus on the cluster -bil- as a single beat and keep the final -tiz clear. Links: you’ll hear examples in Cambridge/Forvo recordings.
Common errors: (1) Treating the word as two easy parts by misplacing stress, saying dis-ABS-ih-lə-tiz. (2) Reducing or slurring the middle -bil- to a weak schwa, producing dis-uh-bil-uh-tiz. Correction: keep -bil- as a clear syllable with /bɪl/ and maintain the secondary stress on the preceding or following segment. (3) Mispronouncing final -ties as -tiz vs -tiːz; aim for -tiz with a crisp /tiz/ ending.
US: /ˌdɪˌsæbɪˈlɪtiz/ with stronger rhotics and a fuller /ɪ/ in -lɪ-. UK: /ˌdɪsəˈbɪlɪtɪz/ often reduced vowel sounds and less prominent stress on the earlier syllables; AU: /ˌdɪˈsæbɪlɪtiz/ similar to US but with more vowel quality differences in the second vowel. Pay attention to the /ə/ in the second syllable in UK; US keeps /ɪ/ in -bil-; AU tends to a lighter second syllable.
The difficulty comes from the sequence of multiple unstressed syllables and a stressed -bil- followed by a cluster -itiz. It requires accurate placement of /ɪ/ in -bil-, and clear articulation of the final /tiz/. Rapid speech can reduce vowels, turning /ɪ/ into a schwa in casual speech, which alters intelligibility. Practice isolating the three key syllables: dis- (DISS), a- (uh), bil- (BIL), -i- (i), -tiz (tiz).
There are no silent letters in standard pronunciation, but in rapid or casual speech some speakers reduce the final -ties to -tiz and the preceding 'i' may be less prominent. The letter sequence reliably conveys four syllables: dis-a-bil-i-ties, with the primary stress on -bil-.
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US: rhotic R articulation is common; keep /dɪ/ and /səb/ distinct; American vowels tend to be tenser, especially /ɪ/ in -lɪ-. UK: non-rhotic; /r/ is not pronounced; lengthened vowels in some positions; the second syllable may reduce to /ə/; tends to more centralized /ɪ/ in -bɪl-.; AU: similar to US but with a slightly higher vowel quality in /ɪ/ and more vowel reduction in fast speech.
Disabilities comes from the combination of the prefix dis- (a negative or reversal) and the noun disability, which originates from Old French desabilite (14th century) formed from des- (a variant of dis-, meaning “not”) + abilite (ability, from Latin habilitas, from habilis “able, handy”). The root is from Latin habilis “able, handy.” The modern sense expanded in the 19th and 20th centuries to denote conditions that restrict activities or functioning. The term disability began to gain prominence in social policy and disability rights discourse around the mid-20th century, aligning with concepts of accessibility and inclusion. The plural form disabilities reflects the broad, non-specific category of various impairments rather than a single condition. The word has evolved to emphasize social and environmental barriers, not solely medical deficits, contributing to the contemporary preference for person-first or identity-first language depending on context. First known use as a compound in English dates to the 16th-17th centuries, with rapid expansion in the 20th century as medical, legal, and social frameworks sought inclusive language.”,
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Words that rhyme with "disabilities"
-ies sounds
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