We know that language is a powerful force. Using up-to-date terminology communicates to students that you are informed and supportive regarding accessibility. To learn more about the history and usage of these terms, see Recommended Reading.
Judy Singer states that “Neurodiversity is:
- a state of nature to be respected
- an analytical tool for examining social issues
- an argument for the conservation and facilitation of human diversity”
Under the neurodiversity model, the goal of accommodation is not assimilation, but individualized support. Neurodiversity recognizes disability as part of one's identity, and therefore, recognizes that diversity of needs should be celebrated. People with brain differences (whether that is disability, a mental illness, or other experience) may self-identify as neurodivergent to recognize and affirm their societal experiences. Neurotypical may be used to describe people who have similar needs to the majority of others within their culture.
The rainbow infinity symbol, as seen on this site's homepage, is associated with neurodiversity advocacy.
To learn more about the neurodiversity model, see Recommended Reading.
The medical model of disability has value in that it provides for treatment and acommodation access, and treatments are often supportive in nature to assist a person with daily functioning and tasks.
However, the medical model of disability has also been criticized for defining individuals based on their deficits. Under the medical model, disability is an inherent flaw to the person and the goal is a "cure."
The social model of disability recognizes that it is not the condition itself that causes disability, but oppressive societal factors. For example, Deafness is often framed as a deficit in hearing. While this is medically correct, Deafness would no longer be a disability in a world where everyone knew and could communicate via sign language. This framework can be applied to all disabilities; it isn't the person that needs to be changed, but the daily barriers that they encounter. When these barriers are removed, their disability becomes a part of a valuable cultural identity.
The social model separates functional limitations of disability from cultural barriers including discrimination and social stigma, oppressive policies and procedures, and physical inaccessibility (lack of ramps, transportation, etc.).
While the social model recognizes that society is disabling, it does not mean that one's disability is not an important personal identity, particularly in current-day, when a disabled person must consider their needs and society's limitations daily.
The definition above is adapted from the IDEA. For more information on legislation surrounding disability, see this page.
It is difficult to create a comprehensive definition of a learning disability. Resultantly, legislative language has been criticized as "vague" or "catch-all." However, it is important to understand that "learning disability," as defined by IDEA includes any disability that is not caused by a physical difference, emotional disturbance, or economic or social disadvantage (ex. lack of access to appropriate education). Defining learning disability in this way is advantageous because it allows students to receive federally recognized support which would not be possible with a more exclusive and direct definition.
Learning disability includes diagnoses such as dyslexia, ADHD, autism, brain injury, and more.
You may hear "learning differences" or "learning challenges" used. While this terminology may be more inclusive to students without a specific diagnosis that still require accommodation, it is important that it is not used as a way to avoid acknowledging disability. "Disabled" is not a dirty word, and is often an important part of one's personal identity as is race, gender, sexuality, etc. It is important to take guidance from the person(s) you are referring to if you have questions on language usage (i.e. diagnosis first, "autistic person," vs person first, "person with autism.") Everyone has individual needs and preferences, and honoring them is essential.
While important to know because of it's common usage, this term can be misleading. First, all learning disabilities cause difficulty with all learning. There is not a specific reason why language is "singled-out" as though it were a different kind of disability. Language is the basis for all learning. Second, a student having a language-based learning disability implies that they cannot or should not receive second language education, which is not only false, but harmful when put into action. This terminology validates the idea that excusing a student from a class in a second language is an accomodation rather than a disservice.
Every student has a unique learning style and needs support in unique areas. The principles of UDL create a learning environment that is supportive to disabled students through varied learning and teaching methods, which is in turn beneficial for all students. To learn more about UDL and its principles, click here.