Language preferences of the autistic community and educators living in Northern Ireland and the Republic of Ireland: A mixed-methods investigation

Language choices play a significant role in perpetuating or ameliorating stigmatising views of autistic people. As language preferences can change from region to region, it is important that researchers and educators consider the preferences of the majority within their own cultural context. The aim of our co-produced, mixed-methods study was to explore the language preferences of the autistic community in Northern Ireland and the Republic of Ireland, as well as the preferences of educators supporting autistic learners in this region. A total of 111 participants completed the survey, which included both open- and closed-ended questions. Sixty-six of the participants were non-autistic educators, 35 were autistic non-educators, and 10 were autistic educators. Autistic people (educators and non-educators) preferred the word autistic, as well as the neuro-affirmative terms neurodivergent and neurodiverse. Non-autistic educators showed no clear preference for any terms but acknowledged the importance of asking autistic people about their preferences. Based on our findings, it is recommended that educators respect the preferences of the individuals they support. When it is not possible to ask about preferences, educators should opt for identity-first and neuro-affirmative terms, while avoiding person-first terms.