Embracing Disability: Why We Don’t Say “Special Needs”

The language we use influences how we view and engage with the world. At Kids Included Together (KIT), as champions of disability inclusion, we select our words thoughtfully to promote respect and empowerment. Disability is a diverse and multifaceted part of human experience, and there’s no universal “right” way to address it, particularly for those with disabilities or their families. Our priority is clear, respectful language that steers clear of ableist or stigmatizing terms.

We use both identity-first language (e.g., “disabled child”) and person-first language (e.g., “child with a disability”) depending on the situation. We also support the #SayTheWord movement, started by advocate Lawrence Carter-Long, which encourages openly using “disability.” In an NPR interview, Carter-Long noted that avoiding “disability” downplays its significance: “Acting as if disability is merely a ‘difference’ without impact is a privileged view most disabled individuals don’t have.”

How Words Shape Inclusion

Creating inclusive environments for children with disabilities involves tackling physical obstacles, such as inaccessible spaces, and societal biases, like assumptions about their capabilities. Language is a powerful tool that can either reinforce these barriers or help dismantle them, guiding how inclusion is understood and implemented.

Though often used with good intentions by teachers, parents, or caregivers, “special needs” is frequently seen as patronizing or marginalizing within the disability community. Studies show that “special needs” carries negative connotations and causes ambiguity, unlike the clear and direct term “disability.”

Three Reasons We Avoid “Special Needs”

KIT opts out of using “special needs” for these key reasons:

• It suggests uniqueness: Every child has needs—whether for communication, emotional support, or social engagement. Calling the needs of children with disabilities “special” implies they’re outside the norm, which is misleading.
• It’s an indirect term: Phrases like “special needs” often soften the reality of disability, avoiding direct acknowledgment. At KIT, we view disability as a natural aspect of human diversity, worthy of straightforward language.
• It lacks legal recognition: Unlike “disability,” “special needs” has no legal standing under statutes like the Americans with Disabilities Act (ADA) or Section 504, which safeguard children’s rights to access and inclusion in programs.

Needs Are Universal, Not “Special”

All children need support to connect, communicate, or handle challenges. These needs differ but are fundamentally human. A lighthearted World Down Syndrome Day video emphasizes this point: needs, whether for those with or without disabilities, are shared, not extraordinary.

Terms like “differently abled,” “challenged,” or “special needs” are often used to sidestep “disability.” At KIT, we see “disability” as a neutral, honest term—not something to avoid. As children with disabilities grow, they’re more likely to identify as “disabled” rather than having “special needs.” We aim to empower kids to embrace their identities and advocate confidently.

Ensuring Inclusion Through Legal Protections

The ADA and Section 504 ensure children with disabilities have equal access to childcare and recreational programs. When educating program staff, we emphasize that these protections are tied to the term “disability.” Using accurate language is essential to upholding these rights.

We avoid “special needs” because all children have needs, and “disability” is not a negative word. By choosing clear, empowering language, we advocate for the full inclusion of children with disabilities in their communities.

Ready to deepen your understanding of inclusive language? Explore KIT Academy’s resources or contact us to learn about our tailored Training and Support Packages for fostering equitable environments.