Inclusive+Language

**Inclusive Language**
In today’s society, language is about more than asking for directions or enquiring about the price of an item, it can convey meanings while influencing how people think and therefore act (Foreman, 2008). As stated by QUT Working with Diversity (QUT, 2006), inclusive language is when language is used to acknowledge in a positive and supportive manner, the different situations and circumstances of individuals. However, when it is used in either a derogatory or discriminating manner, it has the potential to contribute to the development of an unequal power and social relationship that often develops between people with a disability or learning difficulty and those without (QUT, 2006).

In education, inclusive language, both in written, visual and spoken formats, is an important principle to keep in mind when teaching and including special/additional needs students into mainstream classes. Often younger students and even teachers can un-intentionally describe or refer to these students in a manner that is degrading, insulting or results in stereotypical labeling (Foreman, 2008). Therefore, incorporating inclusive language into the classroom is an effective program for teaching special/additional needs students, as everyone, regardless of age can be educated in ways to be respectful towards those with disabilities or learning difficulties, leading to a more positive relationship between these people (Foreman, 2008). Through using inclusive language, students are able to feel supported and welcomed in class, which is an environment that ordinarily they may feel disconnected from because of their disability/difficulty (Foreman, 2008).

Marlowe (2011) found that the positive environment and relationship between the teacher, peers and special needs students, that is fostered through utilising inclusive language, are essential in the special education process, especially regarding mainstream schooling. Marlowe (2011) further stated that the focus on positive and inclusive relationships is profoundly important for students with behavioral disabilities or who have behavioral difficulties steaming from other disabilities, as the relationship helps to develop students interpersonal and emotional connection between other people. Inclusive language promotes positive attention from all members of the class, which has been shown to assist in academic pursuits, such as improving students reading ability (Marlowe, 2011). Inclusive language also has the unique ability to influence students without special/additional needs, as they can practice and develop a more respectful way of interacting, in a supportive and non-threatening environment, before using it in the wider society. As highlighted in the ABC’s ‘What would you do – Disabled/Blind’ video, members of the general public often don’t have the skills to interact with those who are different from the ‘norm,’ therefore, incorporating inclusive language at a class and school level can assist inclusion and acceptance at a society level, in the long term (Sorkowtz, & Delgago, 2011 & Reilly, 2004).

In general terms, students and people with a disability/learning difficulty wish to avoid being classified together as a group, as every person is uniquely different, with different issues that need addressing – which is why terms such as ‘the disabled’ or ‘the blind’ should be avoided (Foreman, 2008). The general rule for utilizing the principle of inclusive language is to mention the person first, then the disability, such as ‘a person with a disability’ as opposed to ‘a disabled person’ (QUT, 2006). This format is important in showing that a person with a disability is an individual and they are not defined solely by the disability (QUT, 2006). As many people with a disability or learning difficulty do not necessarily suffer because of their condition, it is important that when describing students, to avoid the use of emotive words such as a sufferer or victim and that many students don’t want to be perceived as someone who is feared or pitied (QUT, 2006). This can lead to students falling behind in their social development, as younger students often don’t understand why their peers may look or act differently to themselves. Avoiding the use of common slang such as ‘blind Freddie could see that’ is also an important convention to adhere to when using inclusive language in the classroom (Foreman, 2008).

A number of examples of inclusive and non-inclusive language can be found on page 18 of the Foreman (2008) text, or as seen below (adapted from QUT, (2006)).

Ultimately, inclusive language helps to promote a classroom environment where students with special/additional needs can feel supported, respected and encouraged to learn and interact to the best of their abilities. It is important that teachers model correct language, not only in the classroom, but in all interactions throughout the school environment and community, as one of the simplest ways to use this strategy is when discussing students – Sally might have Spina Bifida, Mike may be deaf and Charlie might have a vision impairment, but in essence, they are Sally, Mike and Charlie, disabilities and learning difficulties don’t change this (Marlowe, 2011 & Foreman, 2008).
 * ** Instead of ** ||  ** Consider **  ||
 * The visually impaired ||  People with a vision impairment  ||
 * The disabled ||  People with a disability  ||
 * The mentally handicapped ||  People with an intellectual disability  ||
 * Victim of AIDS ||  Person with AIDS / Person who is HIV positive  ||
 * Polio victim ||  Person who has/had polio  ||
 * Disabled toilet ||  Accessible toilet  ||
 * Epileptics ||  People with epilepsy  ||

Foreman, P. (2008). //Inclusion in Action.// Australia:Cengage Learning. Marlowe, M. (2011). The Relationship-driven Classroom: The stories of Torey Hayden. //Reclaiming Children & Youth.// 20.1, 10-15. Reilly, L. (2004), How Western Australian Parents Manage the Home Schooling of their Children with Disabilities. //Australian Association for Research in Education 2004,// 1-17. Sorkowtz, A., & Delgago, E. (2011, May 17). ABC’s ‘What would you do – Disabled/Blind [Video file]. Retrieved from [] Queensland University of Technology Equity Section. (2006). //QUT Working with Diversity. A Guide to Inclusive Language and Presentation for Staff and Students.// QUTPublications:Author.
 * Reference List**