The Power of Language in Inclusive Education: Shaping Perspectives on Students with Disabilities By Dr. Jessica McQueston
The Power of Language in Inclusive Education: Shaping Perspectives on Students with Disabilities
In the realm of inclusive education, where every student is valued and provided with equitable opportunities to learn, the language we use plays a crucial role. The way we describe K-12 students with disabilities can significantly impact not only their self-esteem but also shape the perspectives of educators, parents, and fellow students. In this blog post, we will explore why the choice between person-first language (e.g., student with a disability) and identity-first language (e.g., disabled student) matters and how it can contribute to fostering a more inclusive educational environment.
Understanding Person-First Language
Person-first language emphasizes the individual first and their disability second. For instance, saying "a student with a disability" places the person before their condition, acknowledging their humanity and unique identity beyond their disability. This approach aims to avoid defining individuals solely by their challenges, promoting respect and dignity.
When educators use person-first language, they send a powerful message that they see the student as a whole person with strengths, talents, and potential. This perspective encourages an inclusive mindset, focusing on what students can achieve rather than what they may struggle with. For instance, a teacher might say, "Alex, a student with dyslexia, excels in creative writing and brings a unique perspective to our class discussions."
The Impact of Identity-First Language
On the other hand, identity-first language, such as "disabled student," asserts that disability is an integral aspect of an individual's identity. Many advocates argue that this terminology helps to destigmatize disabilities and embrace them as an inherent part of diversity. Using identity-first language can empower individuals with disabilities by acknowledging and validating their experiences.
The key is recognizing that different individuals may have different preferences regarding the language used to describe their disability. Some individuals may strongly identify with their disability and prefer identity-first language, while others may feel more comfortable with person-first language. The key is to be attentive and respectful of individual preferences.
Navigating the Language Landscape: A Call for Sensitivity
As educators, it is crucial to be aware of the diverse perspectives within the disability community. While person-first language has been traditionally advocated for in many circles, the disability rights movement has underscored the importance of acknowledging and respecting the preferences of those who identify with their disabilities.
In practice, this means being open to conversations about language choices and actively seeking input from students, parents, and colleagues. Establishing an open dialogue allows educators to learn about the preferences of each individual student and create a learning environment that is respectful and affirming of their identities.
Promoting Inclusivity in the Classroom
The language we use to describe students with disabilities directly influences the culture of our classrooms. When teachers consistently employ inclusive language, they send a powerful message that every student is valued, regardless of their abilities or differences. Here are some strategies for promoting inclusion through language:
Engage in Open Communication: Foster a classroom environment where students feel comfortable expressing their preferences. Encourage open communication about how students wish to be referred to, and respect their choices. This not only promotes inclusivity but also teaches students the importance of self-advocacy.
Model Inclusive Language: Teachers are powerful role models for their students. By consistently using inclusive language, educators demonstrate respect for diversity and set an example for how students should communicate with one another. Modeling inclusive language helps create a positive and accepting classroom culture.
Provide Education on Terminology: Take the time to educate students about the different ways people may prefer to be referred to and the reasons behind those preferences. This can be incorporated into lessons on diversity, empathy, and understanding, promoting a broader perspective on inclusivity.
Address Stereotypes and Misconceptions: This is a fantastic opportunity to bring books and curricula featuring characters and individuals with disabilities. Challenge stereotypes and misconceptions surrounding disabilities by integrating discussions about diversity and inclusion into your curriculum. Encourage students to question assumptions and embrace a mindset that values the unique contributions of every individual.
The Intersectionality of Language and Identity
Understanding the intersectionality of language and identity is vital to creating an inclusive educational environment. Intersectionality acknowledges that individuals may identify with multiple aspects of their identity simultaneously. For instance, a student may identify as both disabled and a person of color, and their experiences are shaped by the intersection of these identities.
Inclusive language goes beyond the choice between person-first and identity-first terminology. It involves recognizing and embracing the complexity of each student's identity. As educators, we must be familiar with the diverse intersections of identity within our classrooms and acknowledge the unique challenges and strengths that come with these intersections.
You may be wondering about me, the author, right now. How can I speak to this? Well, I am disabled. I did not experience disability until adulthood and sincerely struggled with my identity for many years. I battled my own internal ableism, which made me feel guilty about needing accommodations instead of just providing them for students. For several years, I hid my disabilities as best I could. Now, I embrace it and refer to myself as a disabled scholar. Navigating our own intersectional identity is hard work and can change over time. The most important part is to listen. Listen to the individual student and their family/caregivers. As you listen, begin to challenge your assumptions.
The Role of Language in Shaping Perceptions
Language not only reflects our attitudes but also shapes our perceptions and beliefs about our abilities to work with students. When educators consistently use inclusive language, they contribute to creating a positive and affirming environment for students with disabilities. Conversely, inappropriate or stigmatizing language can reinforce stereotypes and contribute to a culture of exclusion.
Consider the following scenarios:
Scenario A: Using Inclusive Language
Teacher: "Jasmine, a student with ADHD, has a fantastic ability to think outside the box and contribute innovative ideas to our class projects. Let's build on her strengths and support her in staying organized during our assignments."
Scenario B: Using Stigmatizing Language
Teacher: "Jasmine is always distracted and never pays attention. She's just too hyperactive to focus on anything. I don't think she'll be able to keep up with the rest of the class."
In Scenario A, the teacher focuses on Jasmine's strengths, using inclusive language that emphasizes her abilities and uses a strengths-based approach. This approach encourages a positive and supportive classroom environment. In contrast, Scenario B employs stigmatizing language that perpetuates negative stereotypes about ADHD and undermines Jasmine's potential. If you were Jasmine, how would you want to be described?
A Call for Inclusivity in Every Word
The language we use in describing K-12 students with disabilities is a powerful tool in shaping inclusive educational environments. Whether employing person-first or identity-first language, the key is to be respectful, open-minded, and attentive to the diverse preferences within the disability community.
As educators, our responsibility goes beyond the curriculum; it extends to creating an atmosphere where every student feels seen, valued, and empowered. By incorporating inclusive language into our daily interactions, we contribute to breaking down barriers and fostering a culture of acceptance and understanding within our classrooms.
In the ever-evolving landscape of education, let us be advocates for inclusivity, recognizing that our language choice can catalyze positive change. In embracing the diversity of our students, we not only enrich their educational experience but also prepare them to thrive in a world that celebrates the uniqueness of every individual.
*Note on language: This essay uses both identity-first language (e.g. disabled students) as well as person-first language (e.g. students with disabilities).
The highlighted language portion is mirrored from the Halloween post.