Creating Inclusive Schools: The Role of Neurodiversity Affirming Language

Language impacts the way we navigate the world. Negative, condescending, or exclusionary language can impact students’ self-perception and self-esteem, as well as how they view the environment in which they heard the negativity. On the other hand, positive, affirming language can empower students and help them reach their full potential. As administrators and educators, it’s important to consider the way language can either affirm or stigmatize autistic students. Being intentional about using neurodiversity (ND)- affirming language promotes an inclusive school environment where all students feel respected. 

What is the difference between identity-first language and person-first language?

Identity-first language emphasizes that a trait or diagnosis is a part of the individual’s identity. “Autistic student” is an example of identity-first language. Person-first language emphasizes the individual first and the trait or diagnosis as secondary or separate. “Student with autism” is an example of person-first language. If the statement separates autism from the person (i.e. she has autism), it is an example of person-first language. If the statement uses “autistic” to describe the person (i.e. she is autistic), it is an example of identity-first language.

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Why is the autistic community moving towards identity-first language?

Identity-first language acknowledges that autism is an inseparable part of a person’s identity. For decades, autism has been stigmatized and misunderstood, which continues to lead to the mistreatment and marginalization of autistic people, especially autistic students. The person-first language that is still a norm but decreasing in popularity, was a way for autistic people to distance themselves from their diagnoses and avoid or reduce the stigma that comes with it. Now, part of the autism acceptance movement centers around self-acceptance, societal acceptance, and empowerment. By embracing autism as a part of one’s identity, it sends the message that autism is nothing to hide or be ashamed of.

On the contrary, identity-first advocates argue that person-first language can send the message that people should distance themselves from autism, as though it is a disease or unwanted accessory. An article in NIH states that “if language is needed to separate them from a trait of theirs; it suggests that the trait is negative.” As evident throughout history, erasing a person’s identity does not improve mutual understanding, respect, or treatment. In fact, recognizing and embracing others’ full identities is a necessary step towards inclusion and acceptance. 

Should schools and districts transition to using identity-first language for all neurodivergent students?

"Neurodivergent" is an umbrella term that encompasses a wide range of diagnoses and difference such as autism, ADHD, dyslexia, down syndrome, OCD, and more. While most autistic individuals prefer identity-first language, some of the other neurodivergent communities prefer person-first language. Identity is complicated, so even within each community, individuals have different preferences based on their own experiences, trauma, and perspectives.

The key is to learn and respect each individual’s preference. Consult with members of your school community for guidance on the most appropriate language to use in school-wide and district-wide communication, and be open to feedback and discussions. There’s no way to get it right 100% of the time, but by showing that you care and are intentional with your language, you can ensure that all neurodivergent students feel seen, heard, and valued for who they are.

How else can schools and school districts empower autistic students through language?

Identity-first language is just the tip of the iceberg when it comes to using neurodiversity-affirming language for autistic students. Stephanie Boron, a neurodiversity-affirming speech language pathologist (SLP) and Assistant Clinical Professor at Northwestern University, understands the powerful impact language has on autistic students. She explains:

“Unfortunately, educator programs and professional development often use the deficit-based language that has been used historically when speaking to and about autistic individuals. There is this pathologizing that often comes from a formal diagnosis. You get a report that’s a laundry list of things ‘wrong’ with you and the way you show up in the world. From the very get-go, caretakers are receiving information that uses deficit-based language that’s not affirming.”  

As a late-diagnosed autistic woman, parent of a neurodivergent child, and SLP with extensive experience in public and private schools, Boron has seen firsthand how neurodiversity-affirming language can improve students’ self-advocacy skills, self-esteem, and overall well-being. Simple changes such as using identity-first language and avoiding descriptors like “high-functioning” or “low-functioning” can combat the negative stereotypes and stigmas often associated with autism.

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As school or district leader, it is imperative to not view autism as a negative part of a person that must be treated, cured, or masked (as implied by the medical model of disability). By using neurodiversity-affirming language and educating staff members on neurodiversity-affirming language, you can foster an inclusive environment where neurodivergent students are appreciated for their unique qualities rather than stigmatized for their differences.

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Sources

National Center for Biotechnology Information. “Does Language Matter? Identity-First Versus Person-First Language Use in Autism Research: A Response to Vivanti.” Link

National Institute of Health. “Writing Respectfully: Person-FIrst and Identity-First Language.” Link 

Social Cipher. “Is Autism a Disability?” Link

Stephanie Boron, M.S., CCC-SLP. (May 2024). Personal interview.

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