This section explains
people-first language, while also recognising that people with disabilities do
not all use the same language to describe themselves.
1. What is people-first
language?
People-first language
places the person before the disability.
Instead of defining
someone by their disability, the language emphasises that they are a person who
has or experiences a disability.
Examples
Children with albinism
Students with dyslexia
Women with intellectual
disabilities
People with disabilities
The basic pattern is:
Person + “with” +
disability
For example:
“student with dyslexia”
rather than “dyslexic student.”
2. Why does people-first
language matter?
People-first language
emphasizes that:
A disability is one part
of a person's life; it does not define the whole person.
This can help avoid
reducing someone to a diagnosis or disability label.
For example:
❌
“She is an intellectual disability.”
This is grammatically
incorrect and treats the disability as though it is the person.
✅
“She has an intellectual disability.”
This identifies the
disability while recognising the person separately.
3. People-first language
is not a universal rule
An important point in this
passage is that people’s first language should not automatically be imposed on
everyone.
There are exceptions and
differences between disability communities.
For example, both of these
can be used:
Blind person
Person who is blind
Similarly:
Deaf person
Person who is deaf
Therefore, the language
someone prefers may depend on the individual, community, culture, and type of
disability.
4. Ask the person
The passage gives an
important principle:
When in doubt, ask the
person how they prefer to identify.
This is especially
important because people with disabilities are not a homogeneous group.
That means they don’t do
it all:
Think the same way
Identify the same way
Describe their
disabilities the same way
Prefer the same
terminology
One person may prefer people’s
first language, while another may prefer identity-first language.
For example:
First people:
“A student with autism.”
Identity-first:
“An autistic student.”
Neither should
automatically be assumed to be the person's preferred choice.
5. Identity-first language
Identity-first language
places the disability or identity before the person.
Examples include:
Autistic person
Deaf person
Blind person
Disabled person
Dyslexic person
Some people prefer this
because their disability or identity may be an important part of who they are,
rather than something separate from themselves.
This is why the passage's
advice to ask the person or group is important.
6. Key principle: Respect
for self-identification
The most important message
is:
Respect how people choose
to identify themselves.
Language should not be
used to tell a person how they are supposed to describe themselves.
A respectful approach is:
If you know the person's
preference → use it.
If you don't know → ask when appropriate.
If you cannot ask → use respectful, widely
accepted terminology appropriate to the context.
⭐
Easy-Read Summary
People-first language puts
the person before the disability.
Examples:
Student with dyslexia
Person with an
intellectual disability
Child with albinism
However, not everyone
prefers people-first language.
Some people prefer:
Autistic person
Deaf person
Blind person
Disabled person
People with disabilities
are individuals, and they may identify in different ways.
The key rule:
Don't assume. Ask and
respect the person's preference.
This is particularly
important for your study notes because it shows that respectful disability
language is not simply about following one rigid rule—it is about respecting
the individual and their chosen identity.
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