Quick guide to inclusive language

The best approach to inclusive language is to always ask the child, young person or family their preferred language.

The Quick guide to inclusive language contains some other common guidelines for using inclusive language.

For a more in detailed list, including language to avoid and the difference between ‘person-first’ and ‘identity-first’ approaches, refer to the PWDA Language Guide: A guide to language about disability written by People With Disability Australia (PWDA).

You can download this quick guide as a PDF or scroll down to read it online.

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Quick guide to inclusive language

When you're referring to a person: With any type of developmental delay or disability.

Avoid saying: 'Afflicted by', 'crippled by', 'suffers from', 'victim of'.

Consider saying: 'Child or young person with a disability or developmental delay'.

Because: Negative language to describe disability can be disempowering and inaccurate. Not all people view their disability as a negative experience.

When you're referring to a person: With any type of developmental delay or disability.

Avoid saying: 'Special needs', 'differently abled', 'specially abled'.

Consider saying: 'Child or young person with a disability or developmental delay'.

Because: Euphemisms might feel kind but can create additional stigma.

When you're referring to a person: With a physical disability.

Avoid saying: 'Wheelchair bound', 'can't walk'.

Consider saying: 'Child or young person who uses a wheelchair for mobility'.

Because: This frames diverse function as a strength, highlights the empowering role of assistive technologies or support, and encourages others to consider a child or young person's abilities.

When you're referring to a person: With a learning disability.

Avoid saying: 'Slow', 'Slow learner'.

Consider saying: 'Child or young person with a developmental delay or a learning disability'.

Because: 'Slow' is negative, derogatory and inaccurate.

When you're referring to a person: Who does not have a developmental delay or disability.

Avoid saying: 'Normal', 'Abled', 'Able-bodied'.

Consider saying: 'Child or young person without a disability'.

Because: This avoids implying that students with disability are not normal. It shows that disability is an aspect of human diversity.

Remember, the best approach to inclusive language is to always ask the child, young person or family their preferred language.