As teachers and support staff, how do you describe your students with DeafBlindness to other professionals? Do you tend to focus on their abilities or their disabilities? We have all likely heard the idea of using ‘people first’ language but do we also think and speak in ‘ability first’ language?
It’s important to take into account the actual needs of our students. Before we view how to address their disabilities, we should first look at their abilities and how alternative access can help them achieve based on their abilities.
Think back on IEP meetings you’ve attended. Were there more discussions of what the child could not do and therefore led the team to develop a variety of limitations? Were considerations given to address the child’s abilities and build on those? This is so important! What are some steps you can take to ensure you are thinking with ‘ability first’ language?
Start with being aware of the language you use in describing and viewing your students
Create your expectations of the student based on their abilities. Share those abilities with others when speaking of the student. Plan and develop methods and settings to help the student grow to the best of their abilities. We can improve our expectations of students based on how we view what they can do versus what they cannot do.
Check out the attached podcast link below with Andrea Blackwood interviewing Matthew Martinez, Consultant for Significant Disabilities at the North Carolina Department of Public Instruction related to this topic.
As teachers and support staff, how do you describe your students with DeafBlindness to other professionals? Do you tend to focus on their abilities or their disabilities? We have all likely heard the idea of using ‘people first’ language but do we also think and speak in ‘ability first’ language?
It’s important to take into account the actual needs of our students. Before we view how to address their disabilities, we should first look at their abilities and how alternative access can help them achieve based on their abilities.
Think back on IEP meetings you’ve attended. Were there more discussions of what the child could not do and therefore led the team to develop a variety of limitations? Were considerations given to address the child’s abilities and build on those? This is so important! What are some steps you can take to ensure you are thinking with ‘ability first’ language?
Start with being aware of the language you use in describing and viewing your students
Create your expectations of the student based on their abilities. Share those abilities with others when speaking of the student. Plan and develop methods and settings to help the student grow to the best of their abilities. We can improve our expectations of students based on how we view what they can do versus what they cannot do.