PURPOSE The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance. CONCLUSIONS 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.

中文翻译：

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识别和抵制学校中的残疾语言：对学校语言病理学家和相关专业人员的建议。


目的 学校专业人员用来描述残疾学生的语言可以揭示并延续残疾主义的假设。专业人士的语言选择也可以挑战健全主义的态度，以帮助创造更具包容性、公平的学习环境。本教程旨在指导语言病理学家 （SLP） 和其他学校专业人员识别残疾语言，理解此类语言所揭示的残疾意识形态，并制定策略来实施与残疾学生一致的残疾学生交流和关于残疾学生的方式，这与反残疾学生的立场相一致。我们简要描述了学校中的残疾歧视，描述了残疾模式及其与残疾意识形态的不同一致性，并确定了语言可以反映和延续残疾歧视的方式。以个性化教育计划目标为例，我们研究了能力主义语言在学校实践中的表现方式。最后，我们提供建议，指导 SLP 和其他学校专业人士检查和改变他们的语言，以更好地与反残疾主义者的立场保持一致。结论 学校专业人员的语言使用不是中立的，可能会揭示并维持对残疾和残疾学生的健全主义假设。虽然消除残疾歧视需要系统性的改变，但我们建议个别专业人士可以以抵制残疾歧视的方式使用语言，并有力地影响学生的教育经历。