Updated on October 2, 2024.

The START Autism 365: Inclusion and Equity Every Day campaign was formed in the spring of 2021 in response to the need for greater intention regarding neurodiversity, inclusivity, equity, and acceptance of autistic individuals as part of our society. START is committed to the ongoing provision of reliable resources that represent diverse perspectives in order to encourage conversations that move us toward authentic inclusivity. A key factor of this work is language.

Language reflects our society and thus has the ability to perpetuate inequitable practices and power structures (Broughton et al., 2021). By acknowledging the influence of language, we create a critical awareness and understanding of the impact of language as a powerful tool in the pursuit of equity and inclusion (Thomas & Hirsch, 2016). 

Language also creates perceptions, shifts perspectives, and evokes deep emotion. Language is not stagnant. It is critical to be informed and sensitive to language preferences, which can vary within and between social identity groups or over time. These factors have guided our efforts, leading us to intentionally alternate terminology throughout our writing. In this manner, we strive to reach and respect all who interact with this work. For example, the use of person-first language (“child with autism”) and identity-first language (“autistic child”) is evolving and preferences for this terminology vary among self-advocates, families, and organizations.

The purpose of this page is to encourage thoughtful reflection on the critical use of language. The information provided here is intended to invite open discussion regarding how language has been used, is (and is not) used, and could be used (Thomas & Hirsch, 2016). This resource was developed to support the critical use of language within the START community, but it is not intended to be an exhaustive list. In addition, the explanations and definitions below are not meant to place a value on anyone’s personal choice of language since terms related to oneself are an individual preference.

We invite reflection and discussion regarding the use of language that may lead to discomfort or exclusion of people with autism or related disabilities and their families. We are committed to updating this information as language and our learning evolves.

The language we use can intentionally or unintentionally influence the perceptions and attitudes of those around us. Deficit-based language and thinking places blame on the individual, focuses on symptoms or problems to be solved, and tends to minimize the role of the individual in decision-making and working toward positive change. The focus is on areas of need or what should be fixed or changed. Deficit-based language also promotes negative stereotypes about the character and capacity of certain groups of people (e.g., people who lack speech must have limited communication abilities).

Asset-based approaches, however, build on strengths and attributes which are already present. When emphasizing an asset-based approach we assume competence and capacity for continued growth, establish high expectations for success, and emphasize emphasize independence, interdependence, and self-determination. Asset-based thinking and language can shape our core values which are important for positive perspectives and behaviors, and can impact how we attend to the needs of the whole person and community (Dinishak, 2016; Wellborn & Lindsey, 2020).

The benefits of promoting an asset-based model of communication include increased respect for diversity across cultures, languages, disabilities, sexuality, and socioeconomic status. Asset-based communication broadens perspectives in classrooms and communities, enriching our thinking and behaviors. By using asset-based terminology to interact with students, families, and those in our communities, we have the opportunity to engage in more meaningful conversations, encourage closer relationships, and promote greater inclusiveness.

The term “ableism” is defined by the Cambridge English Dictionary as “the unfair treatment of people because they have a disability” and includes any statement or behavior directed at a person with a disability that denigrates or assumes a lesser status for the person because of their disability. In essence, it centers around the belief that “typical” abilities are superior and that disabled people are imperfect, need fixing, and are less valuable to society, potentially discounting and negating the perspectives and interests of disabled persons.

Ableism can be reflected in personal beliefs and behaviors, while systemic ableism refers to the inequity disabled people experience as a result of laws and policy. Segregation and restrictive practices that are meant to protect and support people with disabilities often reflect a societal belief that people with disabilities are less competent and should therefore have less personal independence and more protection than is generally afforded to people of the same age.

Ableist actions and language are found everywhere, including school communities. Ableist language is any word or phrase that devalues disabled persons. These words and phrases are used every day without a realization of the harm they do, often showing up in the form of metaphors and euphemisms. For example, someone may “turn a blind eye” to a problem or describe a new movie as “crazy” or “insane.” According to Novic (2021), ableist language “is often not a conscious attempt to harm disabled people, but it acts to construct a world-view in which existing as a disabled person is [negative]”.

Listening to the disability community, avoiding assumptions, asking questions, presuming competence, and educating oneself are effective ways to begin to combat ableism and increase inclusivity.

The use of identity-first language, in which the disability precedes the person (“autistic child”), and person-first language, in which the individual is placed in front of their disability (“student with autism”), is a topic of discussion spanning professional communities, personal conversations, and social media. The variety of perspectives of autistic self-advocates, families, and advocacy organizations include both a preference for identify-first language and person-first language. Whenever possible, ask the individual or a family member what they prefer.

To honor preferences, consider using a mix of terminology in your verbal and written communication unless you know an individual's or group's preferences. This would include intermixing the use of person-first and identity-first terminology both within a sentence and across sentences. For example, when designing a training flyer, consider this language:

On Monday, March 7, we are providing a 2-hour training to the community about the strengths and needs of individuals with autism seeking employment. In this presentation, you will hear from autistic young adults and their family members, as well as school professionals. 

Given that this flyer will be disseminated to a large group for which we do not know preferences, this mixing of language demonstrates a respect for the different ways individuals and families identify with autism. 

One function of language is to express our internal experiences that are not readily visible to others. The autistic community has developed terms to use to help explain to themselves and others why they are feeling the way they do. Understanding this terminology is an important aspect of understanding autism culture and how autistics live their lives.

Some terms may be confusing to those who are not familiar with them, which provides the opportunity for autistic individuals to learn to self-advocate. Self-advocacy gives many disabled people, autistic individuals included, the chance for their voices to be heard.

There are terms that come from scientific research, like "executive dysfunction/function," which have been widely adopted. Then there are words like “autie” (a shorthand for “autistic person”) and “infodump” (describing the act of sharing a lot about a personal interest without stopping), which are more casual and less likely to be found in scientific language. These types of words aren't limited to just the autism community; anyone connected to autism can use them. The variety of terms offers opportunities for their use in both academic literature and everyday life for autistic individuals and their families.

As our language continues to evolve and expand, new terms may emerge that better reflect the experiences of individuals with autism. Staying current with these changes and being open to adopting new, more accurate, or inclusive language helps ensure that communication within and about the autism community remains respectful and relevant.

Terminology:

• Allistic: Non-autistic people or people without autism. 
• Autie: Short for “autistic person.”
• Autistic burnout: When an autistic individual masks too long that it impacts their ability to do necessary skills and abilities. It can last a few days to a few months, or even years.
• Elopement: Leaving without permission or leaving without anyone knowing. Autistic people are more likely to run off without understanding the danger. 
• Hyperfocus: Focusing on one thing and tuning out other things.
• Info dumping: The act of oversharing one’s special interest, without pause and awareness in the conversation.
• Masking: When an autistic individual hides their autism traits and pretends to be a neurotypical.
• Neurodivergent: People who have one or more neurodiverse conditions that represent variations in the areas of mood, social skills, learning style, attention, cognition, and concentration, including autism, ADHD, dyslexia, OCD, bipolar disorder, among others.
• Neurodiversity: Neurodiversity is the idea that people experience and interact in the world in different ways and this is part of normal variation in the human population with no established right or wrong way of thinking, acting, or learning. 
• Neurotypical: People who don’t have an autism diagnosis or any type of neurobiological difference such as ADHD, ADD, Dyslexia, among others. 
• Pressure stimming: Stimming, but with pressure. Generally a hug machine, weighted blanket, or a hug.
• Same foods: Food that is eaten every day, or almost every day; food/diet of autistic people who eat the same things every day.
• Scripting: Repetition of words, phrases, or sounds. Older autistics, especially women (or female-presenting) tend to script often in social settings. 
• Sensory hell: When a sensory object or overwhelming environment makes an autistic person feel uncomfortable.
• Sensory overload: When sensory information is too much and overloads the brain, potentially causing a meltdown or shutdown. 
• Special interest: An interest that an autistic individual has that they focus on intensely.
• Stim/ming: Repetitive movements or sounds made to help autistic people calm down.
• Time blindness: Being unaware of the passing of time.

Suggested Activities

1. Critical Language Reflection
2. Social Identity Wheel Activity
3. Asset-Based Approach Activities

References

• Autistic Self Advocacy Network. (2020). Welcome to the Autistic Community. Autistic Press.
• Broughton, K. N., Sekhar, A., Skelton, S. M., & Kyser, T. S. (2021, October). Critical Language Style Guide. Midwest & Plains Equity Assistance Center. Retrieved February 9, 2022, from https://greatlakesequity.org/resource/critical-language-style-guide 
• Cambridge University. (n.d.). Ableism. In Cambridge English Dictionary. Retrieved April 1, 2022 from https://dictionary.cambridge.org/us/dictionary/english/
• Coffey, L. T. (2021, August 13). Autism terms: Words that can be considered insensitive and why. The Today Show. Retrieved February 9, 2022, from https://www.today.com/parents/autism-terms-words-can-be-considered-insensitive-why-t227779?icid=related 
• Dinishak, Janette (2016). The deficit view and its critics. Disabilities Studies Quarterly. Retrieved from: https://dsq-sds.org/article/view/5236/4475 
• Disability Language Style Guide. (2021, August). National Center on Disability and Journalism. Retrieved February 9, 2022, from https://ncdj.org/style-guide/ 
• Eisenmenger, A. (2019, December 12). Ableism 101 - What is Ableism? What Does it Look Like? Access Living. Retrieved April 14, 2022, from https://www.accessliving.org/newsroom/blog/ableism-101/ 
• Ellzey, L. M. (2022, April 6). Pause and Consider: Ableism and Autism. Think Inclusive. Retrieved April 14, 2022, from https://www.thinkinclusive.us/post/pause-and-consider-ableism-and-autism 
• Jekel, D. and Janks, S. (2021). The weight of words. AANE Blog Post
• Novic, Sara. (2021, April 5). The harmful ableist language you unknowingly use. Retrieved March 25, 2022 from https://www.bbc.com/worklife/article/20210330-the-harmful-ableist-language-you-unknowingly-use
• O’Connor, C. (2021, April 16). Let's Talk About Ableist Language. Teach Better. Retrieved March 15, 2022, from https://www.teachbetter.com/blog/lets-talk-about-ableist-language/ 
• Purlang, A. (2020, October 25). Words Matter, And It’s Time To Explore The Meaning Of “Ableism.” Forbes. Retrieved March 15, 2022, from https://www.forbes.com/sites/andrewpulrang/2020/10/25/words-matter-and-its-time-to-explore-the-meaning-of-ableism/?sh=1ac41bb97162 
• Ravishankar, R.A. (2020, December 15). Why You Need To Stop Using These Words and Phrases. Retrieved March 27, 2022 from https://hbr.org/2020/12/why-you-need-to-stop-using-these-words-and-phrases
• Thomas, H., & Hirsch, A. (2016). A Progressive’s Style Guide. Retrieved February 9, 2022, from https://s3.amazonaws.com/s3.sumofus.org/images/SUMOFUS_PROGRESSIVE-STYLEGUIDE.pdf 
• Welborn, J. E., & Lindsey, R. B. (2020, May 3). A descriptive study of the case of Eaveston School District: Core values from deficit-based to asset-based. Journal of Leadership, Equity, and Research, 6(1), 55-79.