The Scoop on Identity-First Language

We all do it. When talking about individuals within our society, we have a habit of framing them within a defining characteristic. Our behaviors, whether intentional or unintentional, may actually be pushing forward stereotypes and associations that impede our efforts to make diversity awareness a pillar in our society. Identify-first language is when we see a person as an individual before we see their attributes. For example, if we see a girl and she has brown hair, we wouldn't call her the brown-haired girl. We would say, in identity-first language, the girl with brown hair. The former implies that the girl is a part of her hair, but the latter makes the girl the focus of our attention and we can identify her attributes. When it comes to individuals with disabilities, the same protocol should be followed, as their status as human beings is primary to their disability category. Here are a few examples:


  • YES: Boy with autism   NO: Autistic boy
  • YES: Baby with Down Syndrome    NO: Down Syndrome Baby
  • YES: Girl with hearing impairment    NO: Hearing-impaired girl.
  • YES: Students with disabilities     NO:Disabled students
  • YES: Children in special education   NO: Special education students.
Of course, there is no playbook when it comes to identity-first or person-first language, but it is a matter of respect when referring to someone. It is also a way to build acceptance for all children, when we make them the focus of our attention, and not their disability. 

Signed, 
A teacher of special education
(formerly a special education teacher) 💙

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