Within the wonderful world of SEND and Inclusion, language is ever-evolving. Language shapes perceptions and influences relationships, and plays a huge role in expressing meaning.
When this language evolves, not only is it important to recognise this but also understand the purpose. For example, the words 'Neurotypical', 'Neurodivergent', and 'Neurodiversity' have only been in play since the 1990s. Although similar, these words have slightly different meanings. Neurotypical means a brain that falls within societal expectations. Neurodivergent means an individual has a brain that is different to the typical. Neurodiversity refers to a group of people with varying brains.
Within the neurodivergent community, there is often debate around identity-first (autistic person) and person-first (person with autism) language. The preference for this language will vary from individual to individual, and it can be incredibly personal with many people feeling passionately about it one way or the other. Understanding this language and the intention behind its use is vital in creating an inclusive environment.
pssst... your answers are anonymous.
What language do you use?
Identity-first (e.g. autistic person)
Person-first (e.g. person with autism)
Flexible ( e.g. individual led or depending on the context)
I'm not sure
When communicating, our intention is always to be as inclusive and purposeful as possible. This may mean we occasionally switch our language, for example between identity-first and person-first language when discussing Autism.
With this being said, inclusive language extends beyond neurodiversity. From SEND to language around educational pedagogy, language changes frequently. For example, did you know that 'Differentiation' and 'Adaptive Learning' have slightly varied meanings but are often used as synonyms. Differentiation involves more pre-planning, focusing on the needs of groups or individuals whereas adaptive learning meets individual needs in real time and can be more fluid. The language used depends on the purpose and intention behind the lesson aims, and can also depend on available resource.
Practical Tips for Educators
Be curious: Ask people and encourage open dialogue. Don’t impose set language.
Be respectful: Consider the views of those impacted.
Be flexible: Individuals may disagree, and that’s okay if the intention behind the language is purposeful and respectful.
Be clear: Implement clear language policies and model the language you want to use, especially if it’s individual led.
Language choice is not trivial; it holds significant implications for educational settings and individuals. Intentional language can empower students, create inclusion, and hold spaces that celebrate difference. Ultimately, understanding the nuances of language helps to enhance relationships, cultivating a respectful and welcoming environment for all.
Intention really is what inclusive language comes down to. As Robby Novak once said...
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