Opinion: Has ‘Special Needs’ had its day?

Written by Speech-Language therapist Victoria Mardell in 2016. We held a ‘Language Matters’ kōrero on this topic – check it out by clicking here!

The Ministry of Education recently announced a raft of changes in the areas of inclusion and learning support.  Many of the proposed changes involve targeting funding and shifting it towards Early Intervention.

One of the key proposals outlined in the cabinet paper was to change the language used to describe the system. The term ‘special needs’ is planned to be phased out in favour of ‘learning support’. The response to this proposed terminology change has largely been positive from both those with impairments and from people who work with disabled children.

However, some may question the importance of such a move. I can imagine others lamenting yet another change to terminology: “What? More words we can’t use? We can’t say crippled, handicapped, and now special?” Still others may wonder: “What’s so bad about ‘special’, isn’t it a positive word?”

Well, I would say this change is important and welcome.

Words are powerful shapers of attitudes. Changing terminology is an important first step and appropriate language sets the tone and direction for better actions.

For those who question why the word ‘special’ might be considered inappropriate or demeaning, I believe at its worst, the term ‘special’ marks children out as different and can be used as an insult which promotes a negative stereotype. That is because for a long time, children with impairments were segregated in education, or put in mainstream classrooms without the support that some children needed to be included. Now families have more choices and the official policy is for inclusive education. This does not mean that we have reached where we need to be yet, but if we can’t get the language right, then I don’t hold out much hope for our actions.

Conversely, the word ‘special’ can also be used to promote the image of a wonderful, ‘inspirational’ special disabled child. This may be well-intentioned, but is misguidedly trying to change a perceived negative into a positive, as in: “Oh, Johnny’s special”.

This is also not helpful. All children are special in their own ways. Some are very kind-hearted, some very clever, some have a charming sense of humour. As a group, disabled children are no more special than their peers. Yes, they may have to persevere, be creative and work harder to achieve in education, but they are not a source of inspiration or specialness simply because they have an impairment and are being educated.

I believe this shift in terminology is an important step by the Ministry of Education. No doubt the term ‘special’ will still be used colloquially for some time to come, but by the Ministry not using this term anymore and instead using more inclusive language, they are modelling the change they want to see.

If you’d like to consider the issue of ‘inspiration’ in a little more detail, you can check out the late Stella Young’s Ted Talk on ‘Inspiration Porn’.

This blog first appeared on the Inclusive Action – Everyday Lives blog and has been republished with permission.