The words we use to communicate when speaking and writing have power to promote inclusion, connection, and forward momentum, OR to exclude, disconnect, and create negative experiences for others. According to the National Institute of Health, “More than 26% of adult Americans have disabilities, 45% of Americans have at least one chronic disease, and 22% of U.S. adults live with a mental illness.” (Wooldridge, 2023) Despite anti-discrimination laws, people in all these and other groups experience inequities in employment, education, income, housing, and health care.” Below are five ways to use language to begin to shift mindsets to promote inclusive environments and problem solving approaches.
Use Person-First Language
The National Institute of Health (Wooldrige, 2023) states that “when we communicate with, for, and about people with disabilities, diseases, and health conditions, it’s important to learn the history of their experiences with social stigma and prejudice. One of the most effective ways of doing this is to listen to the self-advocacy groups in these communities; this will ensure that our language choices are respectful, inclusive, and supportive.” This informative IRIS Module addresses specific language preferences and considerations for individuals with disabilities, however it is very important to use person-first language when referring to any individuals or groups, especially those who tend to be marginalized.
Tier Supports, NOT Students
When using Multi-Tiered Systems of Supports to provide intervention to students, it’s important to remember that students have strengths and opportunities for growth in different areas of their learning and development. Just as a disability or chronic condition is not defining of any person, nor is any individual strength or weakness they possess; therefore, person-first language is just as critical when speaking about students receiving an intervention. For example, it is appropriate to say “students receiving reading intervention” instead of referring to students as “Tier 2 students.” When we use limiting language, we build systems that track students in stagnant structures, as language can take on permanence. However, when we tier supports instead, we create systems that are responsive to students’ dynamic needs as they build skills and gain proficiency in their identified areas of growth. One of the most effective and comprehensive ways to begin to build a continuum of supports is through resource mapping. By doing so, you build a system with clear decision rules for how any student can move in and out of accessing the support the student needs to be successful.
Take a Strengths-Based Approach
Systems, including those within education, may often be established from a reactionary, deficit-based approach. At times, our language can reflect this mindset. Using a strengths-based approach can assist schools to adopt a more proactive, asset-focused mindset. Strengths-based language focuses on individuals’ abilities and respects their voice and choice in matters that involve them, starting with a foundation that is based on what people can do. The I’m Determined project offers this template that supports students to brainstorm and document their strengths and interests. The following online assessment will also help to support students in discovering their Character Strengths Profile: VIA Character Strengths.
Communicate Using a Trauma Sensitive Lens
As educators, we know that we cannot prevent students from experiencing stressors outside of the school environment, however, students are more likely to demonstrate resilience if they feel they are valued and have the support of a caring, consistent adult at school (Beachboard, 2022). This is particularly critical for students who are, or have been, impacted by trauma. How we frame our feedback can have a direct impact on our relationships with students and can help to foster a learning environment that communicates safety and support. When students exhibit challenging behaviors, one of the most effective actions we can take is to reaffirm safety, use calm, respectful approaches, and look to the root cause of those behaviors (Beachboard, 2022). Learn more about this in the following article: Creating Safe Environments for Students Recovering From Trauma. Also, read more here (VTSS, 2022), to learn about how evidence-based classroom practices can be implemented with a trauma informed lens.
Make Communications Accessible
Communicating effectively with people who have diverse communication needs means being responsive to the variety of ways in which individuals access print, electronic, or other materials. The goal is to find solutions to fit these many different needs and circumstances. One resource to check out is this guidance regarding effective communication with individuals with disabilities.
Consider this module on Multimodal Communication, which explores how students can use different forms of communication, such as “no tech” non-verbal methods, to interact with others and engage in learning activities. This can be especially important for students with more significant disabilities. When thinking of additional ways to make communication more accessible check out High- Leverage Practice (HLP) #19: Use Assistive and Instructional Technologies.
References
Communicating effectively with people with disabilities. ADA.gov. (2024, February 23). https://www.ada.gov/topics/effective-communication/
Do perceptions matter?. IRIS Center. (n.d.-a). https://iris.peabody.vanderbilt.edu/module/da/cresource/q2/p06/
How can teachers best plan for and teach students with significant cognitive disabilities in inclusive classrooms?. IRIS Center. (n.d.-b). https://iris.peabody.vanderbilt.edu/module/scd/cresource/q2/p07/
One-pager. I’m Determined. (2022, November 21). https://www.imdetermined.org/tool/one-pager/
Via Character Strengths Survey & Character Reports: Via Institute. VIA Institute On Character. (n.d.). https://www.viacharacter.org/
Wooldridge, S. (2023, April 12). Writing Respectfully: Person-First and Identity-First Language. Science, Health and Public Trust. https://www.nih.gov/about-nih/what-we-do/science-health-public-trust/perspectives/writing-respectfully-person-first-identity-first-language
Beachboard, Cathleen. (2022, May 24). Creating Safe Environments for Students Recovering From Trauma. Edutopia. Retrieved from https://www.edutopia.org/article/creating-safe-environments-students-recovering-trauma/
Virginia Tiered Systems of Support . (2022, June). VTSS 10 Practices- Trauma Aligned. Tier 1 Forum – VTSS RIC – Virginia Commonwealth University. https://vtss-ric.vcu.edu/media/vtss-ric/documents/tier-1-forum/academic-tfi/VTSS-10-Practices-Trauma-Aligned.docxWashington Office of Superintendent of Public Instruction. (2021, November 16). Continuum of supports in MTSS. YouTube. https://youtu.be/_XgrjCFFcUY?si=qwatfv5-0YSrbiX0
Additional Resources
When we begin with identifying strengths, we build on a more solid foundation, If you’d like to know more about strengths-based language, check out this article on How to Fight Stigma with Strengths Based Language
Interested in learning more about the resource mapping process, check out the following guides: Resource Mapping in Schools and School Districts: A Resource Guide and School Mental Health Quality Guide.
