People First Language

People First Language matters so much to me both as a teacher and as a person. This way of talking and thinking is so important to me that sometimes I have a difficult time speaking about it eloquently or meaningfully. This blog is my best shot of doing just that.


People First Language is important because it puts the person BEFORE the disability. In an article about People First Language, Kathy Snow writes, "A disability is, first and foremost, a medical diagnosis, and when we define people by their diagnoses, we devalue and disrespect them as individuals (www.disabilityisnatural.com/)." One of the best (and easiest) ways to combat prejudice surrounding disabilities and people with disabilities is to focus on the language that we use. When we put the person before the disability, we are describing what the person has and not what the person is.



From a teaching standpoint, this is important because the way we talk about students ends up- subconsciously or not- coloring the way we support and teach them. When we talk about "IEP kids" or "SPED students" or "the Learning Disabled girl" we are lumping students together by their diagnosis. The unspoken assumption becomes that all students under the "SPED" or "IEP" label require the same supports and have the same needs.


Remember, the I in a student's IEP stands for Individualized. By putting the person first, we are able to see them for the complicated, interesting, and unique individual that they are.  I'll end with something else by Kathy Snow: " People First Language reflects good manners, not 'political correctness'...(www.disabilityisnatural.com/)". Totally, Kath.



Comments

Post a Comment

Popular posts from this blog

Accommodation and Modification Checklist

Image
Question:  As an Inclusion Facilitator, I am often asked about modifying and accommodating work to meet individual student needs. Whenever this happens, I immediately ask for samples of student work. Modifying and accommodating for students is so individualized in nature that the A/M section on the student's IEP isn't enough information to tell me what the student needs. The reality is that what works for one student in one class with one set of co-teachers (or one teacher) might not work for another student in the same grade in a different classroom. The IEP is the most individualized document in town and we need to remember the specific student every step of the way.  I look at the following: Student IEP goals Student IEP modifications and accommodations Student strengths General education teacher and learning specialist personalities and teaching style Lesson and unit plans Specific activities Student work Resource: Jenn Kurth's unit based approach to...
Read more

Co-Teaching Spotlight: Parallel Instruction

Image
I'm continuing with Julia's Rocking Co-Teaching Series . Click here to read more about team teaching. Okay, onto the next model! Model: Parallel Instruction Definition: "Teachers break the class into two heterogeneous groups and each instructs half of the class" ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski ). What does it look like? Groups facing away from one another and teachers facing one another to limit distractions and noise Two teachers teach the same content in the same way OR  Two teachers teach the same content in a different way ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski )  Notice how the two teachers are facing each other and the groups of students are facing away from one another. Both teachers are teaching the same content in the same way. Notice in this video the quick transition from full class to parallel instruction. The teachers are teaching the same content in a different ...
Read more

Support #5: Modified Rubrics

Image
Happy Monday! Here in the Chicago Public Schools, we have ten days left with students. That means ten more supports that can be used in the inclusive classroom. Let's kick it! A great way to grade modified projects, presentations, essays, or any multiple step activity is to use a rubric. I am a big fan of the modified rubric. You are able to incorporate IEP goals (including Independent Functioning goals) into the classroom lesson and unit plans. The picture on the left is an unmodified rubric provided for a seventh grade essay. The one on the right is modified and incorporates modifications and goals that are in the student's IEP. I set up modified rubrics so that a 70% corresponds with the IEP goal or the student's individual unit objectives. If a student meets expectations, they will earn a C. Students that go above and beyond the expectation can earn a B or an A. Students who do not meet the expectations can earn a D or F. Here is an example of a stud...
Read more