Recognizing and Resisting Ableist Language in Schools: Suggestions for School-Based Speech-Language Pathologists and Related Professionals
School professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences.
Authors
- Caroline Braun
- Brittany N. Hand (ORCID: https://orcid.org/0000-0003-2026-8461)
- Betty Yu (ORCID: https://orcid.org/0000-0001-7064-1098)
- Kristen Bottema‐Beutel (ORCID: https://orcid.org/0000-0002-0009-9464)
- Rachael McKinnon
- Noah J. Sasson (ORCID: https://orcid.org/0000-0002-3676-1253)
- Jessica Nina Lester (ORCID: https://orcid.org/0000-0001-6107-3033)
- Daniel R. Espinas (ORCID: https://orcid.org/0000-0002-3667-9655)
- Steven K. Kapp (ORCID: https://orcid.org/0000-0002-4440-1688)
- Ruoxi Guo
- Aiyana Bailin
Institutions
- Boston College (US)
- Google (United States) (US)
- The University of Texas at Dallas (US)
- Vanderbilt University (US)
- Indiana University Bloomington (US)
- Film Independent (US)
- The Ohio State University (US)
- University of Portsmouth (GB)
- San Francisco State University (US)
Publication Details
- Journal
- Language Speech and Hearing Services in Schools
- Published
- 2024-10-07
- DOI
- https://doi.org/10.1044/2024_lshss-24-00036
- Citations
- 7
- Primary Topic
- Disability Education and Employment
- Type
- article
- Field-Weighted Citation Impact
- 3.68