Inclusive Language in Special Education*

What to say, what to avoid, and why it matters.
Say This	Avoid This	Why It Matters
Student with a disability	Disabled student, handicapped student, special needs	Centers the person before the disability and aligns with IDEA and ADA language.
Student receiving special education services	“Sped kid,” special-ed student	Avoids reducing a student to a program or label.
Student with autism / Autistic student (if self-identified)	Autistic child (without consent), mentally handicapped	Honors identity-first preference if chosen, otherwise uses people-first language.
Student with an intellectual disability	Slow, low-functioning	“Mental retardation” was removed from federal law (Rosa’s Law, 2010) and is considered offensive.
Student with a learning disability	Learning disabled, slow learner	Accurately describes the learning difference without defining the student by it.
Student with emotional or behavioral needs	Emotionally disturbed, problem child	Reduces stigma and focuses on support rather than labeling behavior.
Student with ADHD	Hyper, ADD kid	Uses correct diagnostic language and avoids minimizing the condition.
Student who uses a wheelchair	Wheelchair-bound, confined to a wheelchair	Emphasizes the wheelchair as a tool for independence, not a limitation.
Student who is Deaf / hard of hearing	Hearing-impaired	Preferred by Deaf and hard-of-hearing communities; “hearing-impaired” is considered medicalizing.
Student who is blind / has a visual impairment	Visually handicapped, the blind	Focuses on the individual and not the disability group.
Student who uses assistive technology	Dependent on a device	Frames technology as empowering, not limiting.
Student accessing general education with supports	Mainstreamed student	Avoids implying the student is an outsider being “placed” in general education.
Student with a communication difference / speech-language impairment	Mute, non-verbal (unless clinically accurate and preferred)	Focuses on communication style and needs rather than absence.

This document is a helpful reference and not exhaustive. Language is personal and evolving; please honor the terminology preferred by students and families.