In filling out forms and reading reports as my son transitions into adult care, each page is filled with words that, to many professionals, might seem neutral or just “how it’s always been written.” Words like incapacitated, non-verbal, deficits, and disorders show up repeatedly.

For parents and disabled individuals, those words land heavily. They reinforce the idea that the person is broken or limited instead of highlighting the barriers around them.

As an educational consultant and former public school teacher, I see how easily this language carries over into schools, therapy sessions, and even casual conversations. Most of the time, professionals don’t mean harm. They’re repeating what’s on forms, in training manuals, or in reporting systems that haven’t been updated in decades.

We may not be able to rewrite every form we’re required to fill out, but we can choose our words differently when we write reports, send emails, and talk to families and colleagues.

This glossary is written for teachers, therapists, specialists, and administrators who want to use language that reflects the respect and dignity every learner deserves.

It’s about awareness, intention, and care.

Use this glossary as a living reference. Keep what fits, question what doesn’t, and continue to evolve with the language of the communities you serve.

Language will always evolve. The goal is not perfection but mindfulness.

What is neuroaffirming and disability-aligned language?

Neuroaffirming language is a way of communicating that recognizes that brains and bodies naturally vary and that these differences are not problems to be fixed but part of human diversity.

When we use neuroaffirming and disability-aligned language, we speak and write from the belief that a learner’s challenges often come from their environment or from barriers in systems, not from something “wrong” within them.

This approach shifts the focus away from deficits and toward access, respect, and context. 

Instead of saying a student “refuses to work,” for instance, we might say the student “communicates fatigue or overwhelm.” The difference is subtle but meaningful, and it opens the door for curiosity and collaboration rather than blame.

Using this kind of language doesn’t mean ignoring reality or glossing over difficulties. It means describing what is happening without attaching shame or judgment. It means we center the person, not their diagnosis or perceived limitations.

Why language matters in education and therapy

Language shapes how we see our students and how they see themselves. The words used in classrooms, reports, and meetings influence expectations, relationships, and even opportunities for support.

When an educator or therapist describes a child as “non-compliant,” that label can stick, influencing how others interact with them. If instead we say the child “needs clearer expectations or a predictable routine,” we identify a solvable barrier.

In inclusive education, the goal isn’t perfection in phrasing but awareness. 

The language we choose signals whether learners are welcomed as they are or expected to fit a mold. When we shift from deficit-based descriptions to affirming and strengths-based language, we help create classrooms and programs where all learners are seen, valued, and supported.

How to use this neuroaffirming and disability-aligned glossary

Each entry includes:

• Outdated/Clinical Language – the phrase that is often found on forms or in reports.
• Affirming – more current, descriptive, or person-centered language.
• Why This Matters – context for understanding the shift.

Reflection

Before writing your reports or speaking to parents or learners, ask:

• Am I describing the learner’s needs and context, or am I labeling the learner as the problem?

Language doesn’t magically fix systems, but it does signal care.

Small shifts in language change how we see people and how they see themselves. We build trust, not just with families, but within our own teams.

This glossary is part of my ongoing work supporting educators, therapists, and organizations in building more accessible, inclusive systems. If you’d like support with reviewing your team’s language or reports, or with professional development in neuroaffirming communication, I’d be happy to support you and your team.

Support for Educators and Professionals

Support for Organizations

Related articles

• The Caregiver’s Glossary (+ Free Download)
• Trauma-Informed Practices for Neurodivergent and Disabled Learners
• Teaching to Traits, Not a Diagnosis