How Should We Talk About Learning Disabilities? The Words We Use Matter

Language shapes how we understand and interact with the world, and when it comes to learning disabilities, the words we choose matter. Should we say “a child with a learning disability” or “a learning disabled child”? While it might seem like a subtle distinction, the impact can be significant.

Person-First vs. Identity-First Language

For some, using "a child with a learning disability" emphasizes that they are a whole person first, with a challenge that is just one part of their identity. This approach, called person-first language, helps separate the individual from their diagnosis. It reinforces that a disability does not define them but is merely one aspect of their life experience.

Others, however, prefer "a learning disabled child" because they see their disability as an inseparable part of who they are. This approach, known as identity-first language, reflects the perspective that their unique way of thinking and learning is fundamental to their identity, rather than something to be distanced from. Many in the neurodivergent and disability communities feel this phrasing better represents their lived experiences and validates their identity.

Why It Matters

Neither approach is inherently right or wrong—it depends on the individual. The key takeaway? Listen to the person you are referring to.

• If your child or a person you are speaking about is old enough, ask them what they prefer.

• If you're unsure, default to person-first language, as it is often considered the more universal approach in professional and educational settings.

Empowering Language for Learning Differences

Ultimately, our goal should be to use language that empowers rather than limits. How we talk about learning differences should reflect respect, dignity, and an appreciation for diverse ways of thinking. The conversation isn’t about erasing disability or downplaying challenges but ensuring that every child feels valued for who they are—not just the labels they carry.

By being thoughtful about the words we use, we can help create a world where all children—regardless of how they learn—feel seen, respected, and supported.