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Reconceiving Labels

Fostering Inclusivity in Special Education Language and Practices

Life Skills. Learning for Independence. SPED Class.

The labels we assign to students, teachers, spaces, and resources for specialized instruction carry more weight than is acknowledged.

These terms, although varying across the country, often convey the idea that these students are primarily in school to acquire job-ready and basic life skills. But do these labels truly encapsulate the diverse needs and aspirations of all students?

What do these labels say?

When dissecting labels like “Learning for Independence,” it prompts us to question whether all students need independent skills. Do these labels inadvertently suggest that students with intellectual disabilities are solely in school to learn independence skills, overshadowing their academic, social, and other learning experiences?

The danger lies in homogenizing these students’ needs, neglecting the individualized nature of an Individualized Education Program (IEP).

Everyone’s educational journey should encompass a comprehensive spectrum, including academic pursuits, the development of soft skills, fostering cultural competency and a global perspective, forming meaningful relationships, being heard and recognized, and ultimately, becoming authentic and valued contributors to the community. In this holistic approach, they not only learn from teachers and peers but also influence and teach others in return.

We must challenge perceptions of intellectual disability and recognize the immense value that individuals with ID bring to educational settings. The notion that these individuals cannot learn and benefit from a comprehensive spectrum of educational areas is not only outdated but also fundamentally flawed.

Not a Program

Special education is not a program, a place, a subject, or an identity. It’s crucial to recognize that these students, educators, and support staff should not carry labels that isolate them. Terms like “LFI student” or “LFI classroom” risk painting all students within this designation with the same brush.

Language matters, and when we label, we create spaces that inadvertently segregate students with disabilities, limiting their access to a broad and enriching education.

Language impacts mindset.

Language affects attitude. Attitudes impact action.

The terms we use influence societal perceptions of individuals with cognitive disabilities. Labels can create separate spaces, perpetuating the mindset that these students are solely focused on basic skills rather than accessing the full spectrum of education.

The impact of language extends beyond the classroom, affecting societal perceptions and, ultimately, the opportunities available to these students.

Where do we go from here?

Even in progressive school systems, changing deeply ingrained language requires thoughtful consideration and strategic planning. It involves not only altering mindsets and habits but also addressing tangible elements like job titles and facility labels.

We must acknowledge that, though these labels have the negative effects mentioned above, they also have emotional and identity connections for many educators. While I can empathize with that, we must listen to those students with lived experiences about their feelings and have open conversations about these labels and how they can limit the goals we are all working towards.

The use of inclusive language extends beyond students with disabilities; it positively impacts the entire school community. Peers without disabilities benefit from an inclusive environment as it fosters empathy, understanding, and respect for diversity. When students are not segregated by labels, they interact more freely, learn from each other’s experiences, and build meaningful relationships. This inclusive atmosphere encourages all students to value each individual’s unique contributions, promoting a sense of belonging and community for everyone. Inclusive language and practices help dismantle prejudices and stereotypes, creating a more harmonious and supportive educational environment.

Together, let us champion a shift in language that reflects the diverse needs, aspirations, and capabilities of every student, ensuring that education remains a space for all to flourish.