Being Thoughtful About Language: Inclusive Language for Students with Learning Differences
Words are powerful, which is why we strive to use inclusive language with our students (and others!) at all times. Inclusive language avoids using specific words or phrases that may exclude particular people or groups, demonstrating general respect for all people. In a previous blog post, we talked about using inclusive language for trans & non-binary students. In this post, we’re focusing on what inclusive language looks like for students who have learning differences.
People-First Language
Using “people-first” language is the best way to ensure your language will be inclusive when it comes to talking about people with disabilities. This means putting the person before the disability, so instead of saying a “dyslexic student,” you would instead say a “student with dyslexia.” A person should not be defined by a disability and so our language should reflect this.
One thing to note: many people with disabilities are choosing to use identity-first language (such as “autistic,” “deaf,” or “disabled”) so it’s important to ask as needed and/or prepare to be corrected in different situations. Here is a helpful article that helps explain some of these nuances.
Avoid “Pitying” or Derogatory Language
People who have disabilities or learning differences don’t necessarily “suffer” from their disabilities or feel that they have been “stricken” or “afflicted.” Using verbs that imply pity can feel belittling, and so simply saying a person “is” disabled or “has” a learning difference is going to be a much better choice.
Check Your Biases
Everyone has implicit biases (positive and negative) about themselves and other people, which can lead to people using language that may not be as inclusive as it could be. Even if the intent isn’t harmful, the impact of using non-inclusive language can cause people to feel discriminated against and potentially perpetuate negative stereotypes.
Be Open to Change
Language changes rapidly, and the most important part of striving toward more inclusive language practices is remaining open to change, and continuing to inquire with the people who have learning differences and disabilities about their preferences.
Resources:
Autistic Self Advocacy Network
Stanford’s Disability Language Guide
For more information, reach out to us at info@tutorcorps.com.