People First Language in Middle and High Schools: Usability and Readability

Abstract

A issue in the field of developmental disabilities is the language being used to refer to people with disabilities. According to Vash (1981), "Words have the power to shape images of the referenced objects and their choice is important in building or breaking down stereotypes" (22). Craig (1992) supported that contention: "Language is the essence of culture and has the power to shape ideas and change perspectives" (3). Thus, the language that people use is thought by some to shape attitudes in positive or negative ways. In middle and high school settings, there are many examples of how the language used affects attitudes. For example, children and adolescents are often labeled emotionally handicapped, profoundly mentally handicapped, learning disabled, visually impaired, and mentally retarded. When these words are used, whether verbally or in print, the child's whole being is defined by a disability. The terms do not adequately reflect the many other attributes of that person. This article will (a) discuss an alternative language style that focuses on the individual first, (b) present the results of a readability analysis, and (c) delineate ways in which the preferred terminology can be integrated into middle and high schools.