Reading is not a major life activity under the Fair Housing Act, while walking, seeing, and breathing are

Outline:

• Opening idea: There’s a common confusion around what counts as a major life activity in the Fair Housing Act, and why that matters for how housing is accessible.

• Core definition: Major life activities include core functions like walking, seeing, breathing, speaking, hearing, caring for oneself, learning, and working.

• The twist: Reading is not listed as a major life activity under the Act, even though it’s important for daily life.

• Why this distinction matters: It helps explain what kinds of accommodations are required and how protections are applied.

• Real-world implications: How housing authorities and property owners think about accessibility; how accommodations can support people whose disabilities affect those major activities.

• Quick recap and practical takeaways: A clear frame you can use when evaluating accessibility needs and compliance.

• Encouraging close with resources and thoughtful reflection.

Fair housing clarity: why some activities make the list, and one that doesn’t

Let’s start with a simple truth. When people talk about the Fair Housing Act and disability protections, the focus is on what a person needs to live independently and participate in the community. The list of “major life activities” isn’t just a random menu; it’s a practical guide for understanding what kinds of limitations can shape a person’s housing needs. And yes, that means the precise wording matters.

What counts as a major life activity?

Under the Fair Housing Act, major life activities are fundamental abilities that people rely on every day. They’re categories designed to capture essential functioning without which someone’s daily life would be severely hindered. The core activities typically cited include:

• Caring for oneself

• Performing manual tasks

• Walking

• Seeing

• Hearing

• Speaking

• Breathing

• Learning

• Working

If you’re skimming through a list like this, you might nod and think, “Okay, those seem pretty concrete.” They are. They map to basic, observable ways people move through a space, understand what’s happening around them, and manage day-to-day tasks. The emphasis is practical: these activities reflect core physical and mental capabilities that strongly affect how someone interacts with housing, common areas, and services.

So where does reading fit in?

Here’s the subtle but important point: reading is not listed as a major life activity in the Act’s standard definition. Reading is undoubtedly important—many people learn, communicate, and navigate daily life through reading. But the Act focuses on categories that have a more direct, universal tie to survival, independence, and safety in a housing context. Reading, in this framework, isn’t a separate major life activity like walking or breathing.

This distinction isn’t meant to downplay reading’s importance. It’s about how protections are framed and where accommodations tend to come from. The big eight activities—walking, seeing, hearing, etc.—are the baseline indicators that a disability might affect someone’s ability to use a home, understand disclosures, access common spaces, or participate in housing programs without barriers. Reading can be addressed through related protections and accommodations (for example, information presented in accessible formats), but it isn’t one of the discrete major life activities the Act names.

Why that matters in the real world

Think of it this way: the Act aims to prevent discrimination and to ensure access to housing for people who face real, observable barriers that touch on safety, mobility, or essential daily functions. If a person’s disability makes walking difficult, or breathing harder with stairs, or seeing and hearing impaired in signage and alarms, those are clear accessibility concerns. They trigger specific design requirements—like ramps, wider doorways, elevator access, clear wayfinding, or alarm systems with visual cues.

Now, what about reading? If someone has a reading-related challenge, that can affect understanding lease terms, notices, or community information. In many cases, these needs are met through other channels—like providing documents in Braille, large print, or digital formats compatible with screen readers, or offering interpreters for meetings. Those accommodations still protect the person’s rights, even though reading itself isn’t a listed major life activity. The key thing is that accessibility and nondiscrimination aren’t limited to just the eight activities; they’re supported by a broader framework of rights and reasonable adjustments.

Let me explain with a practical example

Imagine a resident who uses a wheelchair due to a disability. The building doesn’t have a ramp at the main entrance, or the hallway is too tight for a wheelchair to pass. The person can’t safely move in and out of the building, use common spaces, or evacuate during an emergency. That’s a direct impact on a major life activity—in this case, walking. The remedy is structural accessibility improvements and policies that ensure safe, equal access.

Now picture another resident who has a condition that makes it hard to read the fine print on paperwork. The housing office provides large-print forms, or makes documents available in braille or audio formats, and offers assistance in understanding lease terms. This is an accommodation that improves access and comprehension, even though reading isn’t one of the Act’s major life activities. The law supports making information accessible, so people can participate fully in housing opportunities.

How to think about this when evaluating accessibility

• Focus on the big categories first: If a disability affects walking, seeing, hearing, breathing, or any other listed activity, you’re looking at a potential barrier that will require an accommodation or structural fix.

• Consider related needs: Reading and comprehension are often addressed through accessible information, assistive technologies, or support services. These measures aren’t about changing the core activity list, but about ensuring equal access to information and opportunities.

• Remember the goal: The aim is not to label every skill but to remove barriers that prevent someone from living independently and safely. That can involve design choices, policy adjustments, and clear communications that respect dignity and autonomy.

A quick guide you can keep handy

• Major life activities in FHA typically include: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.

• Reading is not listed as a separate major life activity, but it matters for access to information and can be addressed with appropriate accommodations.

• When evaluating accessibility, start with mobility and sensory needs, then layer in accommodations for information delivery, communication, and services.

• Housing providers should consider both physical modifications (ramps, elevators, door widths) and process accommodations (alternative formats for documents, assistive technologies, interpreters).

A few practical takeaways you can apply

• If you’re assessing a building or a housing program, map it against the major life activities list. Identify where barriers might appear—doors, stairs, stairs, alarms, signage—then think about reasonable fixes.

• When the issue is information or communication, provide multiple formats. Large print, Braille, screen-reader-friendly PDFs, captioned videos, or live assistance can make a big difference without changing the core structure of a building.

• Don’t forget about emergencies. Clear, audible and visual alerts help people who might have trouble hearing or seeing. Planning for accessibility isn’t just about day-to-day living; it’s also about safety.

• Ask questions, not assumptions. If a resident or applicant has a specific need, invite a conversation about what would make things workable. The goal is practical solutions that preserve dignity and independence.

A little context, a lot of care

This distinction between major life activities and other important skills can feel like a fine point, but it matters. It guides how protections are understood and applied, and it shapes the kind of support that’s available to people in housing settings. The broader message is simple and humane: everyone deserves a home that respects their needs and enables participation in the community.

If you’re curious to learn more, a few trusted resources can be especially illuminating. Government guidance from HUD and the Fair Housing Act offices offers concrete examples of accommodations and design standards. Many housing professionals also share case studies that show how thoughtful, accessible design creates safer, more inclusive communities. And yes, the topic can feel technical at times, but the core idea always comes back to everyday life—getting in, getting around, and getting information in a way that works for everyone.

A closing thought

When you hear “major life activities,” think of the everyday moments that make a home feel like home: stepping through a doorway, seeing the hallway light, hearing the elevator ping, or simply breathing easy without obstacles. Reading matters—enormously—yet in the frame of the Fair Housing Act, it’s one step removed from the core list. That doesn’t lessen its importance, it just directs the way protections are organized and delivered. And that, in turn, helps ensure that housing is truly accessible, welcoming, and fair for all who seek it.

If you’d like, I can tailor this overview to specific housing scenarios you’re curious about—like how to approach a building renovation for accessibility, or how to structure communications in multiple formats. It’s all about turning principles into practical, human-centered solutions that make a real difference in people’s lives.