Teaching with Oppressive Language: A Call to Implement the Human Rights Model in Inclusive Education with Autistic Students

Authors

  • Chloe Sisodiya University of Prince Edward Island (UPEI)

Abstract

The language and practices we use with autistic students perpetuates oppression, negatively impacts their well-being, and contributes to negative experiences at school and in society. Current practices in education systems are not complying with best practices as identified by autistic advocates and researchers. Through the focus on how models of disability shape the language people use when discussing the needs of students who are autistic, this paper examines the impact of the human rights model on language and practices in education as they relate to teaching autistic students. Changing the language used from person first and euphemisms to identity first and acceptance will promote authentic connection, well-being, and lay foundations for lifelong skills for autistic students.

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Published

2025-12-16

Issue

Vol. 16 No. 2 (2025)

Section

Position Paper/Essai

License

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