Inclusion: Seeing the Person Before the Disability

Parents, you may have noticed an exciting change in your child’s classroom or on the playground at recess. Students with different abilities are joining their peers in academics and play. Inclusive environments are becoming the norm all over America, and it’s exciting. As schools make the push to see the child before the diagnosis, more education is available regarding how to help our children understand that there are more similarities than differences when it comes to students with different abilities. One of the best resources for parents is the person-first language initiative. Teaching our children to see the person before the disability is an important lesson in inclusion. It’s an exciting movement led by some pretty incredible people.

My first introduction to person-first language came at an early staff meeting. Kali Herbolsheimer, a senior at my high school, chose to wake up before 7:00 am on her day off of school and present information regarding person-first language to all of her teachers. She researched and created her own presentation so that she could educate adults about the program she holds dear. I was in awe of her passion and commitment to her fellow students. The information she shared was so helpful to me not only as a teacher but as a parent.

Person-First Language

Person-first language is an incredible program that emphasizes the acknowledgment of a person before his or her disability. The Center for Disease Control states, “About 50 million Americans report having a disability. Most Americans will experience a disability sometime during the course of their lives. Disabilities can affect people in different ways, even when one person has the same type of disability as another person. Some disabilities may be hidden or not easy to see.” 

Kali says that person-first language is essential so that others “see the able before the label.” In between her studies for her own classes, Kali is proud to take on a role as an advocate for her friends with different abilities. During middle school, she found she loved to work with these students. Since then, she has been working with the Alternative Curriculum Program (ACP) in her school and many Unified teams. Kali works with her friends in the ACP program, eats lunch with them, and speaks up for them. She and her fellow classmates help their friends get to different classes, volunteer to help the teachers in the classroom during their classes, and she is the Executive Director for the Omaha branch for a non-profit her friend created called Special Musicians. She’s passionate about educating others so that inclusion is second-nature, and she plans to study special education in college next year. 

After hearing her presentation, it was clear to us all that person-first language just makes sense. There are many resources out there for respectful language that emphasizes seeing the person first. For example, instead of saying “a person who is disabled,” experts suggest saying “a person with a disability” and instead of “a blind person,” rather “a person who is blind”. Language like this is a small step in the right direction regarding inclusivity and respect. See the chart below for more examples.

Kali explained, “Many people assume that a person with a disability cannot do what everyone else can. That’s completely untrue. They just do things in a different way. They are still human.” Kali gave an example of one of her friends who is nonverbal. “She communicates through her eyes and her feet. When she moves her eyes away from me, I can tell she’s listening. Non-verbal does not mean non-doing. She’s completely present and she’s my friend.” 

Inclusion Education

As a parent, I wanted to know how I could help foster this type of understanding and acceptance at home. Kali recommends “introducing kids to person-first language at a young age, and helping children realize they are different from us but they are also like us in certain ways.” Introducing small bits of person-first language earlier on is beneficial. This education exists, so we need it to reach kids at very young ages. Kali explains that we need inclusion to occur in elementary classrooms and for kids to be advocates for those who cannot speak for themselves. 

“Kids can be partners on a unified team, volunteer for the Special Olympics, correct friends when they use derogatory language like the “R” word, and speak up for others on social media,” noted Kali. 

Getting Kids Involved

Jane Elam, the Co-East Regional Director of the Special Olympics and physical education teacher at Millard South High School would agree with Kali. She started her work with ACP students at her school twelve years ago, and she hosted her first Unified soccer camp six years ago. Jane works with people with different abilities every day and sees the benefits. 

“Adults can help kids understand how to treat others by enforcing respect first then friendship. Everyone deserves respect,” explained Jane who is the mother of three young boys. “Kids can volunteer for the Special Olympics as young as 7 or 8. Sometimes it’s holding a ramp at the bowling alley. Sometimes being a friend is high fiving and supporting other young athletes. It’s all about respect.” 

It’s an exciting time to choose to include. Inclusion seems to be emerging everywhere. In the school where I work specifically, there are countless programs and classrooms where students with different abilities can learn and work right alongside their peers. There are new emojis coming with wheelchairs and walking sticks. The stigma of “different” doesn’t seem to be as prominent because of young people’s more frequent exposure to those of different abilities at school, church, on TV, etc. 

Inclusion is Within Everyone’s Ability

Kali and Jane were both optimistic about the changes coming and the education out there for young people of all abilities. Kali recommended parents start talking with their children early so that respect and understanding come at a young age for kids. 

She adds, “Inclusion is within everyone’s ability.” Jane agreed and noted, “Inclusion is just the right way to live. It’s happening whether or not people are ready for it. Honestly, it’s way more natural for our youth to include. They end up teaching us.”

For more information regarding person-first language and how to implement it in our kids’ vocabulary, visit the CDC website. With more of us talking about “the able before the label”, we can make a real difference in the lives of our children.