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Disability- and Neurodivergent-Inclusive Language
Overview
Inclusive language refers to intentional word choices that respect and reflect how individuals and communities understand and name themselves. Disability- and neurodivergent-inclusive language promotes a positive or neutral orientation to disability and neurodivergence. The use of inclusive language disrupts common stereotypes and misconceptions.
Language considerations are relevant across all aspects of teaching, including in classroom interactions, instructor-created materials, and the selection of course content. The words used in lectures, discussions, slides, and assessments shape how students understand disability and whose perspectives are valued. Similarly, choosing readings, case studies, and examples that reflect respectful, current, and community-informed language helps avoid reinforcing outdated or harmful narratives. Attending to language in these areas supports inclusive learning environments and signals respect for disabled students and the broader communities represented in academic work.
Rationale
Language holds the power to shape how people are perceived and treated. Individuals and communities of people with lived experiences of disability and neurodivergence have worked hard to raise awareness of the negative impacts of language that treat disability as a deficiency and to advocate for inclusive alternatives that better reflect their lived experience.
Guidance
Self-Referential Language
Identity-first and person-first are two common language constructions people use to refer to themselves. Identity-first language (i.e., "disabled person," "Deaf person," "blind person," "autistic person") positions disability as an integral and valued aspect of identity. Person-first language (e.g., "person with a disability," "person who is deaf/blind/autistic") emphasizes separation between the individual and their diagnosis or condition.
Many people prefer identity-first language because it affirms disability as a central or positive aspect of their identity. Person first language may position disability as a deficit resulting in assumptions about learning capabilities. However, intersectional aspects of lived experience, including community context, race, gender, and political alignment shape individual language choices and preferences. It is therefore impossible to know which language any individual will prefer or use. To support autonomy and inclusion, avoid assumptions; instead, listen for and/or ask an individual what language they use.
Disability-Related Language
Disability-related language that frames disability as a deficit projects assumptions that often do not align with peoples’ actual lived experiences. For example, phrases like “suffers from blindness,” “confined to a wheelchair,” or “high-functioning autistic” imply deficit, tragedy, or limitation. This is often contrary to individuals lived experience. For many Blind people, lack of sight causes less suffering than physical and attitudinal barriers. Mobility devices can be enabling, rather than confining. Neurodivergence offers unique ways of experiencing and understanding the world that are only a barrier when social designs don’t allow for these differences. Stereotypical framings can reinforce stigma and narrow expectations, diminishing the complexity of the experiences of disabled people. Neutral or affirming language, guided by individuals’ own preferences, supports dignity, accuracy, and a more nuanced understanding of disability.
Recommendations
Try
- Listening to what language an individual uses when referring to themselves or others.
- Asking an individual what language they use, when in doubt,
- Learning about and working to remove stereotypical language from your own vocabulary.
Avoid
- Making assumptions about which language people use.
- Attempting to change what language people use to describe themselves.
- Asking anyone to justify the language they use to describe themselves.
Resources
Accessible Teaching Toolkit Glossary.
Brown, L. X. Z. "Ableism/Language". Autistic Hoya. https://truthout.org/app/uploads/2018/03/ableist-words-and-terms-to-avoid.html
Provides a comprehensive list of disability-related language and inclusive alternatives.
Ladau, E. "Chapter 1: So, what is disability, anyway?". Demystifying Disability: What to Know, What to Say, and How to be an Ally. Ten Speed Press. (Offers an in-depth discussion of disability inclusive language.)
Inclusive Language Guide. Western University. https://www.edi.uwo.ca/edi-learning/guides/
(Provides practical tools for using inclusive language in written and verbal communication.)