Transforming Language: Embracing Neurodiversity in Educational Reports and IEPs
In the context of Psychoeducational Evaluation Reports and Individualized Education Plans (IEPs), it is crucial to replace ableist language with Neurodivergent-Affirming Language. Ableist language can perpetuate stigma, while Neurodivergent-Affirming Language respects and empowers individuals by acknowledging their unique qualities, strengths, and differences. This shift in language promotes an inclusive and supportive educational environment for neurodivergent individuals.
Take some time to review the language from the left column and then the right. The Neurodiversity Movement marks a fundamental shift towards global acceptance and affirmation of neurodiversity.
Even small acts of self-reflection in our daily lives have the power to trigger substantial change. This is important for personal and professional growth. Change, while often intimidating and demanding, remains an essential catalyst for that growth to occur.
Let's Continue to Work Together and Shift Mindsets to Neurodivergent-Affirming Practices!
Below are some examples of how to actively choose to shift our language in an affirming way.
Although the language in IDEA (a "Federal Law), that is used to describe the 13 disability categories of eligibility, could be considered more ableist, professionals, educators, and parents, can work to shift the perception around the categories to a more Neurodivergent-Affirming Language, reducing stigma.
Neurodivergent-Affirming Language in the context of Exceptional Student Services eligibility focuses on respecting and acknowledging the diverse experiences and characteristics of individuals rather than framing them in terms of deficits or impairments. This approach promotes an inclusive and supportive environment for neurodivergent students.
In the context of accommodations for Neurodivergent students in schools, it's important to use language that is respectful, inclusive, and emphasizes support rather than limitations. Here's a comparison of typical/ableist language versus Neurodivergent-Affirming Language for accommodations.
Using neurodivergent-affirming language when discussing accommodations in schools helps promote a more positive and inclusive educational environment. It highlights the individualized nature of support and focuses on empowering neurodivergent students to succeed in their own unique ways.
What steps will you take to promote a Neurodivergent-Affirming Language in your Environment?
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